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目的评价坐姿矫正器对改善小学生读写姿势的效果,为相关部门制定干预计划提供依据。方法采用分层整群随机抽样的方法,选取重庆市主城区2所小学的一~三年级学生作为调查对象,并随机分为重点干预组和普通干预组,干预前后分别采用近视相关因素调查问卷进行调查。结果干预前重点干预组读写时胸离桌沿得分为(2.68±0.75)分,读写时眼距书本距离得分(2.76±0.76)分,均小于普通干预组的(2.76±0.77,2.85±0.74)分,其中读写时眼距书本距离得分两组间差异有统计学意义(t=-2.070,P<0.05);干预后重点干预组读写时胸离桌沿得分(2.87±0.76)和读写时眼距书本得分(2.97±0.78)均大于普通干预组的(2.81±0.78,2.89±0.79)分,差异均无统计学意义(P值均>0.05)。干预前后比较,重点干预组和普通干预组读写姿势2个条目得分均上升,且重点干预组前后比较差异有统计学意义(t值分别为-3.818,-4.116,P值均<0.05)。结论使用坐姿矫正器更有利于促进小学生养成良好的读写姿势。
Objective To evaluate the effect of sitting posture correction on improving the reading and writing posture of primary school students and provide the basis for relevant departments to formulate an intervention plan. Methods A stratified cluster random sampling method was used to select the first to third grade students from two primary schools in the main urban area of Chongqing as subjects and randomly divided into the key intervention group and the ordinary intervention group. Before and after the intervention, questionnaires of myopia related factors Investigate. Results Before intervention, the scores of chest thoracic borderline at reading and writing were (2.68 ± 0.75) points, and the reading distance was 2.76 ± 0.76 (2.76 ± 0.77,2.85 ±) 0.74). There was significant difference between the two groups (t = -2.070, P <0.05), while the distance between the chest and the table in the key intervention group after intervention was 2.87 ± 0.76 (2.97 ± 0.78) were significantly higher than those of the normal intervention group (2.81 ± 0.78 and 2.89 ± 0.79), respectively. There was no significant difference between the two groups (P> 0.05). Before and after intervention, scores of two items in reading and writing position of key intervention group and general intervention group both increased, and there were significant differences before and after the intervention group (t = -3.818, -4.116, P <0.05 respectively). Conclusion The use of sitting orthosis is more conducive to promoting primary school students to develop a good reading and writing position.