学校生活技能教育对小学三年级学生行为问题影响的对照研究

发布时间：2019-03-14 07:56

【摘要】：目的:探讨学校生活技能教育降低我国小学三年级学生行为问题的有效性。方法:选取河北省秦皇岛市两所小学三年级共9个班621名学生作为研究对象,在其中一所学校以班级为单位随机选取3个班级作为干预组(208人),其余3个班级为内对照组(209人),另一所学校3个班级为外对照组(204人)。对干预组学生进行26学时的学校生活技能教育,对其父母进行5学时培训。在干预前、干预后以及干预结束后半年随访时,采用Rutter儿童行为父母和教师问卷评价干预效果。结果:(1)家庭行为问题检出率干预后,干预组的家庭总行为、反社会行为(A行为)和神经症行为(N行为)问题的检出率分别为11.2%,3.6%和6.1%,除N行为外,均低于内对照组(19.4%,5.6%和6.1%)和外对照组(18.9%,8.9%和5.3%);随访时,上述三项问题干预组的检出率(10.2%,2.5%和3.6%)仍低于内对照组(17.2%,6.8%和6.8%)和外对照组(17.8%,7.8%和6.7%)。(2)学校行为问题检出率干预后,干预组的学校总行为和A行为分别为5.3%和4.3%,低于内对照组(10.1%和7.7%)和外对照组(14.9%和12.4%,均P0.05);随访时,干预组上述问题的检出率(2.9%和2.4%)仍低于内对照组(10.2%和9.7%)和外对照组(11.3%和10.3%,均P0.05)。结论:学校生活技能教育可降低小学三年级学生家庭和学校环境中的行为问题,特别是反社会行为。在干预后半年的随访时,效果仍得以维持。
[Abstract]:Objective: to explore the effectiveness of life skills education in school to reduce the behavior problems of junior high school students in China. Methods: 621 students in 9 classes were selected from two primary schools in Qinhuangdao City, Hebei Province. In one school, three classes were randomly selected as intervention group (208 students). The other three classes were internal control group (209 students) and the other three classes were external control group (204 students). Students in the intervention group received 26 hours of school life skills education and 5 hours of training for their parents. Before, after the intervention and half a year after the intervention was followed up, Rutter children's behavioral parents and teachers were used to evaluate the effect of the intervention. Results: (1) after intervention, the positive rates of total family behavior, antisocial behavior (A behavior) and neurotic behavior (N behavior) in the intervention group were 11.2%, 3.6% and 6.1%, respectively. Except for N behavior, it was lower than that of internal control group (19.4%, 5.6% and 6.1%) and the control group (18.9%, 8.9% and 5.3%). At the follow-up, the detection rates of the above-mentioned three problem intervention groups (10.2%, 2.5% and 3.6%) were still lower than those of the internal control group (17.2%, 6.8% and 6.8%) and the external control group (17.8%). 7.8% and 6.7%). (2) after intervention, the total school behavior and A behavior in the intervention group were 5.3% and 4.3%, respectively. It was lower than that of the internal control group (10.1% and 7.7%) and the external control group (14.9% and 12.4%, both P0.05). During the follow-up, the detection rate of the above problems in the intervention group (2.9% and 2.4%) was still lower than that in the internal control group (10.2% and 9.7%) and the external control group (11.3% and 10.3%, both P0.05). Conclusion: the life skills education in school can reduce the behavior problems, especially the antisocial behavior, in the family and school environment of the third grade students in primary school. After half a year of follow-up, the effect was maintained.
【作者单位】：北京大学精神卫生研究所北京大学精神卫生研究所河北省秦皇岛市教育局
【基金】：卫生部临床学科重点项目(2004-468) 北京市科技计划项目(Y0204003040831) 科技部攻关项目(2004BA720A20)基金资助~~
【分类号】：G625.5;G444

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