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目的了解温州市学龄期儿童户外活动的现况及影响因素,为构建学龄期儿童的户外活动规范与建议提供依据。方法采用半结构式访谈法,在2017年3月对温州市4所小学的12名学生和11名教师分别进行个人深入访谈,用现象学分析法进行资料分析。结果学生户外活动时间受到自然环境因素、学校环境因素、家庭因素、个人因素影响。自然环境因素主要是孩子及家长一般会选择较适宜的天气去户外活动;学校环境因素包括不同教师的态度行为及学校课程设置的影响;家庭环境因素主要是家长对户外活动的支持程度、居住环境及课外辅导班;个人因素主要包括学生的内在性格及兴趣爱好。结论学校需高度重视学龄期儿童的户外活动,从学生的个人、家庭、老师、学校各层面落实,通过知—信—行干预模式,实施更加具体、个性化的政策方案。
Objective To understand the status and influencing factors of outdoor activities of school-age children in Wenzhou and to provide basis for the construction of outdoor activities norms and recommendations for school-age children. Methods Semi-structured interviews were conducted in March 2017 to conduct in-depth interviews with 12 students and 11 teachers from 4 primary schools in Wenzhou City, and phenomenological analysis was used to analyze the data. Results The outdoor activities of students were affected by natural environment factors, school environment factors, family factors and personal factors. Natural environment factors are mainly children and parents generally choose the appropriate weather to outdoor activities; school environmental factors include the attitude and behavior of different teachers and school curriculum settings; family environment factors are mainly parents support outdoor activities, living environment And tutoring classes; personal factors include the students’ intrinsic personality and hobbies. Conclusion Schools should attach great importance to the outdoor activities of school-age children and implement them from the individual, family, teacher and school levels of students, and implement more specific and personalized policy solutions through the knowledge-letter-line intervention model.