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体智能教学对4~5岁儿童感觉统合功能的干预研究

李立 陈玉娟 贾富池 贾静怡 王立军 孟祥珍 胡雯雯

李立, 陈玉娟, 贾富池, 贾静怡, 王立军, 孟祥珍, 胡雯雯. 体智能教学对4~5岁儿童感觉统合功能的干预研究[J]. 中国学校卫生, 2023, 44(9): 1346-1350. doi: 10.16835/j.cnki.1000-9817.2023.09.015
引用本文: 李立, 陈玉娟, 贾富池, 贾静怡, 王立军, 孟祥珍, 胡雯雯. 体智能教学对4~5岁儿童感觉统合功能的干预研究[J]. 中国学校卫生, 2023, 44(9): 1346-1350. doi: 10.16835/j.cnki.1000-9817.2023.09.015
LI Li, CHEN Yujuan, JIA Fuchi, JIA Jingyi, WANG Lijun, MENG Xiangzhen, HU Wenwen. An experimental study of physical intelligence teaching on sensory integration function of 4-5-year-old children[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(9): 1346-1350. doi: 10.16835/j.cnki.1000-9817.2023.09.015
Citation: LI Li, CHEN Yujuan, JIA Fuchi, JIA Jingyi, WANG Lijun, MENG Xiangzhen, HU Wenwen. An experimental study of physical intelligence teaching on sensory integration function of 4-5-year-old children[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(9): 1346-1350. doi: 10.16835/j.cnki.1000-9817.2023.09.015

体智能教学对4~5岁儿童感觉统合功能的干预研究

doi: 10.16835/j.cnki.1000-9817.2023.09.015
基金项目: 

教育部人文社会科学研究规划基金项目 21YJA890011

石家庄市社会科学界联合会社科专家培养项目 2021zjpy48

石家庄市教育科学研究“十四五”规划项目 2021328

详细信息
    作者简介:

    李立(1978-),男,河北邯郸人,硕士,教授,主要研究方向为儿童青少年健康促进与管理

  • 利益冲突声明  所有作者声明无利益冲突。
  • 中图分类号: G478  R179  B842.2

An experimental study of physical intelligence teaching on sensory integration function of 4-5-year-old children

  • 摘要:   目的  了解体智能教学对儿童感觉统合功能的影响,为促进儿童感觉统合系统的发展提供参考。  方法  于2023年2—5月,对石家庄市某幼儿园136名4~5岁儿童进行12周的干预研究,其中干预组和对照组各68名。干预组实施情景化、游戏式体智能教学,对照组按照幼儿园原有的课程目标实施体育游戏教学;每周干预3次,每次40 min。干预前后分别对两组进行感觉统合系统能力评估。采用χ2检验和t检验进行统计学分析。  结果  干预前后比较,干预组男、女童前庭觉、本体觉、触觉均有提高(男:44.14±11.52 vs. 53.34±9.49,44.57±12.76 vs. 50.54±11.86,49.31±12.18 vs. 55.00±10.24;女:46.00±11.01 vs. 54.58±10.06,48.79±13.17 vs. 53.64±11.97,52.67±11.67 vs. 56.91±10.42;t值分别为-3.24,-2.49,-2.09;-5.24,-12.94,-2.56,P值均<0.05);对照组男、女童前庭觉差异无统计学意义(男:45.91±11.66 vs. 46.31±11.20,女:48.27±13.56 vs. 48.45±13.54;t值分别为-0.87,-0.07,P值均>0.05),本体觉、触觉均有提高(男:46.63±11.76 vs. 48.06±11.69,51.63±11.98 vs. 52.40±12.18,女:50.45±12.16 vs. 51.67±12.03,53.36±12.48 vs. 54.39±12.57,t值分别为-3.36,-2.08;-4.66,-2.86,P值均<0.05)。干预后,干预组与对照组比较,男、女童前庭觉得分差异有统计学意义(t值分别为2.83,2.08,P值均<0.05),本体觉、触觉得分差异均无统计学意义(t值分别为0.88,0.67;0.97,0.88,P值均>0.05)。干预组男童干预前后比较,正常人数从12人增加至24人,失调人数由23人降至11人,差异有统计学意义(χ2=11.53,P<0.01);对照组男童干预前后感觉统合发展水平差异无统计学意义(χ2=1.10,P>0.05)。干预组女童干预前后比较,正常人数从15人增加至27人,失调人数由18人降至6人,差异有统计学意义(χ2=10.39,P<0.05);对照组女童干预前后比较,感觉统合发展水平差异无统计学意义(χ2=2.08,P>0.05)。  结论  体智能教学可以有效提升儿童的感觉统合能力,尤其是对前庭觉功能的提高更为有效。
    1)  利益冲突声明  所有作者声明无利益冲突。
  • 表  1  干预前后干预组和对照组男、女童感觉统合能力评分比较(x±s)

    Table  1.   Comparison of sensory processing ability scores between the boys and girls of intervention and control class before and after the intervention(x±s)

    组别 干预前后 统计值 男童(n=35) 女童(n=33)
    前庭觉 本体觉 触觉 前庭觉 本体觉 触觉
    干预组 干预前 44.14±11.52 44.57±12.76 49.31±12.18 46.00±11.01 48.79±13.17 52.67±11.67
    干预后 53.34±9.49 50.54±11.86 55.00±10.24 54.58±10.06 53.64±11.97 56.91±10.42
    t -3.24 -2.49 -2.09 -5.24 -12.94 -2.56
    P < 0.01 0.02 0.04 < 0.01 < 0.01 0.02
    对照组 干预前 45.91±11.66 46.63±11.76 51.63±11.98 48.27±13.56 50.45±12.16 53.36±12.48
    干预后 46.31±11.20 48.06±11.69 52.40±12.18 48.45±13.54 51.67±12.03 54.39±12.57
    t -0.87 -3.36 -2.08 -0.07 -4.66 -2.86
    P 0.39 < 0.01 0.05 0.95 < 0.01 0.01
    下载: 导出CSV

    表  2  干预前后干预组和对照组男、女童感觉统合发展水平

    Table  2.   The sensory processing development level between the boys and girls of intervention and control class before and after the intervention

    组别 干预前后 男童(n=35) 女童(n=33)
    正常 轻度失调 中度失调 重度失调 正常 轻度失调 中度失调 重度失调
    干预组 干预前 12(34.3) 11(31.4) 10(28.6) 2(5.7) 15(45.5) 13(39.4) 3(9.1) 2(6.1)
    干预后 24(68.6) 9(25.7) 2(5.7) 0 27(81.8) 4(12.1) 2(6.1) 0
    对照组 干预前 16(45.7) 10(28.6) 6(17.1) 3(8.6) 15(45.5) 10(30.3) 6(18.2) 2(6.1)
    干预后 20(57.1) 9(25.7) 4(11.4) 2(5.7) 16(48.5) 11(33.3) 6(18.2) 0
    注:()内数字为构成比/%。
    下载: 导出CSV
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出版历程
  • 收稿日期:  2023-06-16
  • 修回日期:  2023-07-11
  • 网络出版日期:  2023-09-28
  • 刊出日期:  2023-09-25

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