杨玉娟, 冯晓刚, 罗春燕, 杨东玲, 欧阳芳, 朱思奇, 曲爽笑. 应用坐姿矫正器改善小学生读写姿势的效果研究[J]. 上海预防医学, 2022, 34(3): 223-226. DOI: 10.19428/j.cnki.sjpm.2022.21318
引用本文: 杨玉娟, 冯晓刚, 罗春燕, 杨东玲, 欧阳芳, 朱思奇, 曲爽笑. 应用坐姿矫正器改善小学生读写姿势的效果研究[J]. 上海预防医学, 2022, 34(3): 223-226. DOI: 10.19428/j.cnki.sjpm.2022.21318
YANG Yujuan, FENG Xiaogang, LUO Chunyan, YANG Dongling, OUYANG Fang, ZHU Siqi, QU Shuangxiao. Effect of applying sitting posture corrector on improving reading and writing posture of elementary school students[J]. Shanghai Journal of Preventive Medicine, 2022, 34(3): 223-226. DOI: 10.19428/j.cnki.sjpm.2022.21318
Citation: YANG Yujuan, FENG Xiaogang, LUO Chunyan, YANG Dongling, OUYANG Fang, ZHU Siqi, QU Shuangxiao. Effect of applying sitting posture corrector on improving reading and writing posture of elementary school students[J]. Shanghai Journal of Preventive Medicine, 2022, 34(3): 223-226. DOI: 10.19428/j.cnki.sjpm.2022.21318

应用坐姿矫正器改善小学生读写姿势的效果研究

Effect of applying sitting posture corrector on improving reading and writing posture of elementary school students

  • 摘要:
    目的 探索坐姿矫正器对小学生读写姿势的改善效果,为儿童青少年近视防控提供依据。
    方法 采用方便抽样法抽取上海市市区、郊区各1所学校,每所学校抽取三、四年级各4个班级。其中,每个年级选取2个班级作为干预组(n=282),另外2个班级作为对照组(n=294)。2020年9月干预组学生在学校教室使用项目组提供的坐姿矫正器,对照组学生不使用,干预时间为2020年9月—2021年1月,共4个月。通过自行研制的调查问卷进行问卷调查,并对干预组和对照组学生进行视力检查,分别在干预前和干预后收集相关数据。采用χ2检验和广义估计方程分析进行统计学分析。
    结果 干预前,干预组学生读写姿势良好比例为13.5%(38/282),对照组学生读写姿势良好比例为12.2%(36/294),差异无统计学意义(χ2=0.195,P=0.659);干预后,干预组学生读写姿势良好的比例为18.4%(52/282),高于对照组学生读写姿势良好的比例11.2%(33/294),差异有统计学意义(χ2=5.957,P=0.015)。干预前后,干预组和对照组学生近视率差异均无统计学意义(均P>0.05)。广义估计方程分析结果显示,干预后干预组学生读写姿势良好的可能性是对照组的1.502倍(P=0.043)。
    结论 在学校使用坐姿矫正器可以改善学生的读写姿势。

     

    Abstract:
    Objective To evaluate the effect of applying sitting posture corrector on improving reading and writing posture of elementary school students, and provide scientific evidence for prevention and control of myopia in children and adolescents.
    Methods One elementary school each in urban and suburban areas of Shanghai was selected using a convenience sampling strategy. Furthermore, two classes each in Grade 3 and 4 were selected as the intervention group (282 students were included in the study), and the other two classes each in Grades 3 and 4 were selected as the control group (294 students were included in the study). Students in the intervention group used the sitting posture corrector in the classrooms for 4 months (from September 2020 to January 2021), while those in the control group did not use the sitting posture corrector. Relevant data were collected before and after the intervention through a self-administered questionnaire and visual examination. Statistical analysis was performed using chi-square test and generalized estimating equation.
    Results Before the intervention, 13.5% (38/282) of students in the intervention group and 12.2% (36/294) in the control group had good reading and writing posture (χ2=0.195,P>0.659). After the intervention, 18.4% (52/282) of students in the intervention group had good reading and writing posture, which was higher than that (11.2%, 33/294) in the control group (χ2=5.957,P=0.015). Before and after the intervention, there was no significant differences in the prevalence of myopia between students in the intervention and control groups (all P>0.05). Generalized estimating equation analysis showed that students in the intervention group were 1.502 times more likely to have good reading and writing posture than those in the control group after the intervention (P=0.043).
    Conclusion Applying sitting posture corrector in schools could improve students' reading and writing posture.

     

/

返回文章
返回