本文選題：矯正裝置 + 健康教育��； 參考：《中國(guó)學(xué)校衛(wèi)生》2015年06期

【摘要】：目的評(píng)價(jià)坐姿矯正器對(duì)改善小學(xué)生讀寫(xiě)姿勢(shì)的效果,為相關(guān)部門(mén)制定干預(yù)計(jì)劃提供依據(jù)。方法采用分層整群隨機(jī)抽樣的方法,選取重慶市主城區(qū)2所小學(xué)的一~三年級(jí)學(xué)生作為調(diào)查對(duì)象,并隨機(jī)分為重點(diǎn)干預(yù)組和普通干預(yù)組,干預(yù)前后分別采用近視相關(guān)因素調(diào)查問(wèn)卷進(jìn)行調(diào)查。結(jié)果干預(yù)前重點(diǎn)干預(yù)組讀寫(xiě)時(shí)胸離桌沿得分為(2.68±0.75)分,讀寫(xiě)時(shí)眼距書(shū)本距離得分(2.76±0.76)分,均小于普通干預(yù)組的(2.76±0.77,2.85±0.74)分,其中讀寫(xiě)時(shí)眼距書(shū)本距離得分兩組間差異有統(tǒng)計(jì)學(xué)意義(t=-2.070,P0.05);干預(yù)后重點(diǎn)干預(yù)組讀寫(xiě)時(shí)胸離桌沿得分(2.87±0.76)和讀寫(xiě)時(shí)眼距書(shū)本得分(2.97±0.78)均大于普通干預(yù)組的(2.81±0.78,2.89±0.79)分,差異均無(wú)統(tǒng)計(jì)學(xué)意義(P值均0.05)。干預(yù)前后比較,重點(diǎn)干預(yù)組和普通干預(yù)組讀寫(xiě)姿勢(shì)2個(gè)條目得分均上升,且重點(diǎn)干預(yù)組前后比較差異有統(tǒng)計(jì)學(xué)意義(t值分別為-3.818,-4.116,P值均0.05)。結(jié)論使用坐姿矯正器更有利于促進(jìn)小學(xué)生養(yǎng)成良好的讀寫(xiě)姿勢(shì)。
[Abstract]:Objective to evaluate the effect of sitting position corrector on improving primary school students' reading and writing posture, and to provide basis for relevant departments to formulate intervention plan. Methods A stratified cluster random sampling method was used to select the first to third grade students from 2 primary schools in the main urban area of Chongqing, and were randomly divided into two groups: the key intervention group and the general intervention group. The myopia related factors were investigated by questionnaire before and after intervention. Results before the intervention, the score of chest off table edge was 2.68 鹵0.75, and the distance between eyes and books was 2.76 鹵0.76, which was lower than that of common intervention group (2.76 鹵0.772.85 鹵0.74). There was significant difference between the two groups in the distance between eyes and books in reading and writing, the scores of chest and off table edge in the key intervention group during reading and writing were 2.87 鹵0.76) and the score of distance between eyes and books during reading and writing were 2.81 鹵0.782.89 鹵0.79), which were significantly higher than those in the normal intervention group (2.81 鹵0.782.89 鹵0.79), and the scores of the two groups during reading and writing were 2.87 鹵0.76) and 2.97 鹵0.78, respectively. The difference was not statistically significant (P = 0.05). Before and after intervention, the scores of reading and writing postures in the key intervention group and the general intervention group were all increased, and the difference between the two groups was statistically significant (-3.818) -4.116 (P < 0.05). Conclusion sitting position corrector is more helpful to promote pupils to develop good reading and writing posture.
【作者單位】： 重慶醫(yī)科大學(xué)公共衛(wèi)生與管理學(xué)院婦幼與兒童少年衛(wèi)生學(xué)教研室;重慶市衛(wèi)生和計(jì)劃生育委員會(huì);
【基金】：衛(wèi)生行業(yè)科研專(zhuān)項(xiàng)基金資助項(xiàng)目(NO.201202010)
【分類(lèi)號(hào)】：G627.8

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本文編號(hào)：1826405