本文選題：閑暇活動　切入點：因素分析　出處：《中國學(xué)校衛(wèi)生》2017年10期

【摘要】：目的了解溫州市學(xué)齡期兒童戶外活動的現(xiàn)況及影響因素,為構(gòu)建學(xué)齡期兒童的戶外活動規(guī)范與建議提供依據(jù)。方法采用半結(jié)構(gòu)式訪談法,在2017年3月對溫州市4所小學(xué)的12名學(xué)生和11名教師分別進行個人深入訪談,用現(xiàn)象學(xué)分析法進行資料分析。結(jié)果學(xué)生戶外活動時間受到自然環(huán)境因素、學(xué)校環(huán)境因素、家庭因素、個人因素影響。自然環(huán)境因素主要是孩子及家長一般會選擇較適宜的天氣去戶外活動;學(xué)校環(huán)境因素包括不同教師的態(tài)度行為及學(xué)校課程設(shè)置的影響;家庭環(huán)境因素主要是家長對戶外活動的支持程度、居住環(huán)境及課外輔導(dǎo)班;個人因素主要包括學(xué)生的內(nèi)在性格及興趣愛好。結(jié)論學(xué)校需高度重視學(xué)齡期兒童的戶外活動,從學(xué)生的個人、家庭、老師、學(xué)校各層面落實,通過知—信—行干預(yù)模式,實施更加具體、個性化的政策方案。
[Abstract]:Objective to understand the present situation and influencing factors of outdoor activities of school-age children in Wenzhou, and to provide the basis for establishing norms and suggestions for outdoor activities of school-age children. In March 2017, 12 students and 11 teachers from 4 primary schools in Wenzhou were interviewed and analyzed with phenomenological analysis. Results the outdoor time of students was influenced by natural environment and school environment. Family factors, personal factors, natural environment factors, children and parents will generally choose more suitable weather to outdoor activities, school environment factors, including different teachers' attitude and behavior and the impact of school curriculum; The main factors of family environment are the degree of support for outdoor activities, living environment and extracurricular tutoring classes, and personal factors mainly include students' inner character and hobbies. Conclusion School should attach great importance to outdoor activities of school-age children. From the student's individual, family, teacher, school level implementation, through the knowledge-belief-action intervention model, the implementation of more specific, personalized policy programs.
【作者單位】： 溫州醫(yī)科大學(xué)眼視光與生物醫(yī)學(xué)工程學(xué)院;溫州醫(yī)科大學(xué)附屬眼視光醫(yī)院;
【基金】：溫州市科技局項目(2016Y0463)
【分類號】：G627.8

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