本文選題：幼兒園營養(yǎng)教育 + 知信行(KAP)調(diào)查��； 參考：《湖南師范大學(xué)》2004年碩士論文

【摘要】：本研究是在系統(tǒng)論的整體觀指導(dǎo)下，運用交叉科學(xué)的思維方式， 在多學(xué)科背景下研究幼兒園營養(yǎng)教育理論與實踐。旨在：1． 編制“幼 兒營養(yǎng)教育知、信、行(KAP)問卷”，并在幼兒園展問卷調(diào)查，以 了解幼兒營養(yǎng)知識、信念與態(tài)度、飲食行為習(xí)慣現(xiàn)況。2． 建構(gòu)幼兒 園整體性營養(yǎng)教育理論模型。 本研究采用問卷調(diào)查和文獻資料相結(jié)合的研究方法。研究設(shè)計如 下：1． 編制“幼兒營養(yǎng)教育知、信、行(KAP)問卷”，并進行信度、 效度檢驗；2． 在幼兒園開展正式的問卷調(diào)查，收集數(shù)據(jù)并進行分析 處理以了解幼兒營養(yǎng)教育知、信、行現(xiàn)況，檢驗其性別、年齡差異； 3． 從理論上系統(tǒng)分析幼兒營養(yǎng)教育知、信、行的形成機制、相互關(guān) 系及影響因素；4． 根據(jù)幼兒自身發(fā)展規(guī)律和幼兒教育的原則，結(jié)合 幼兒園開展營養(yǎng)教育的實際情況，建構(gòu)幼兒園整體性營養(yǎng)教育理論模 型。 本研究得到以下結(jié)論：1． 本研究編制的“幼兒營養(yǎng)教育知、信、 行(KAP)問卷”具有較高的信度指標和效度指標。2． 幼兒在營養(yǎng) 知識、營養(yǎng)信念與態(tài)度、飲食行為習(xí)慣上都存在極顯著的性別差異， 而且所有的差異都表現(xiàn)為女孩高于男孩。3． 幼兒在營養(yǎng)知識和飲食 行為習(xí)慣上存在顯著的年齡差異，所有差異均表現(xiàn)為隨著年齡的增長 呈上升趨勢；但是在飲食信念與態(tài)度上不存在顯著的年齡差異。4． 幼 兒營養(yǎng)教育知、信、行之間存在顯著正相關(guān)。5． 本研究建構(gòu)的幼兒 園營養(yǎng)教育理論模型由以下幾個既相對獨立又相互聯(lián)系的子系統(tǒng)構(gòu) 成：知一信一行目標系統(tǒng)、顯性課程一隱性課程兩大課程系統(tǒng)、家庭 一幼兒園一社會三位一體大教育系統(tǒng)以及多維評價系統(tǒng)，此模型是對 幼兒園整體性營養(yǎng)教育綜合系統(tǒng)的反映。6． 本研究在系統(tǒng)論的整體 觀指導(dǎo)下，，運用交叉思維研究，在多學(xué)科理論背景下研究幼兒園營養(yǎng) 教育理論，這種研究方法是必要的和可行的。
[Abstract]:Under the guidance of the holistic view of system theory, this study studies the theory and practice of kindergarten nutrition education under the multi-disciplinary background by using cross-scientific thinking mode. Aim at one. In order to understand the nutrition knowledge, belief and attitude of young children, the KAP questionnaire was compiled to understand the nutritional knowledge, belief and attitude of young children, and the current status of dietary behavior. 2. A theoretical model of holistic nutrition education in kindergarten was constructed. The research design is as follows: 1. To compile the KAP questionnaire and test the reliability and validity of KAP. A formal questionnaire survey was conducted in kindergartens, data were collected and analyzed to understand the current situation of knowledge, information and practice of infant nutrition education, and to test their gender and age differences. 3. In theory, the formation mechanism, interrelation and influencing factors of infant nutrition education are systematically analyzed. According to the rules of children's own development and the principle of early childhood education, combined with the actual situation of carrying out nutrition education in kindergartens, the theoretical model of holistic nutrition education in kindergartens is constructed. The following conclusions are obtained in this study: 1. The KAP questionnaire developed by this study has high reliability index and validity index. There were significant gender differences in nutrition knowledge, nutrition belief and attitude, dietary behavior, and all the differences were higher in girls than in boys. There were significant age differences in nutrition knowledge and dietary behavior habits, all the differences showed an upward trend with the increase of age, but there was no significant age difference in dietary belief and attitude. 4. There was a significant positive correlation among the knowledge, belief and line of nutrition education of young children. 5. The theoretical model of nutrition education in kindergarten is constructed by the following subsystems which are relatively independent and interrelated: the system of knowing one letter and one line of objectives, the two major curriculum systems of explicit curriculum and recessive curriculum. This model is the reflection of the integrated nutrition education system of kindergarten. Under the guidance of the holistic view of system theory, this study is necessary and feasible to study the theory of kindergarten nutrition education under the background of multi-disciplinary theory by using cross-thinking research.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2004
【分類號】：G610

【引證文獻】

相關(guān)期刊論文 前1條

1 葛智文;柴巍中;楊文娟;袁全蓮;賀媛;;北京市907名學(xué)齡前兒童家長營養(yǎng)知信行現(xiàn)況研究[J];中國食物與營養(yǎng);2013年07期

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