中国乡村女童性教育在线课程教学效果评价

郭凌风; 刘爽; 陈嘉玲; 李雪璐

doi:10.16835/j.cnki.1000-9817.2024265

中国乡村女童性教育在线课程教学效果评价

doi: 10.16835/j.cnki.1000-9817.2024265

1.
中国民用航空飞行学院飞行技术学院, 四川广汉 618307
2.
国家卫生健康委科学技术研究所
3.
广州市幕天青少年教育发展服务中心
4.
中国民用航空飞行学院空中乘务学院

基金项目:

中央级公益性科研院所基本科研业务专项项目 2023GJM05

详细信息

作者简介:
郭凌风(1994-), 男, 四川乐山人, 博士, 讲师, 主要研究方向为心理健康与心理测量

通讯作者:
刘爽, E-mail: liushuang@nrifp.org.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 R167 G622.3
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出版历程
- 收稿日期: 2024-03-19
- 修回日期: 2024-06-24
- 网络出版日期: 2024-10-08
- 刊出日期: 2024-09-25

Evaluation of effectiveness of online courses on sexuality education for rural girls in China

1.
Flight Technology College, Civil Aviation Flight University of China, Guanghan (618307), Sichuan Province, China

摘要

摘要: 目的探讨性教育在线课程对乡村女童性知识、态度和相关行为的影响, 为促进乡村女童性健康和性发展提供实践指导。方法于2023年2—6月, 通过网络发布及其他公益组织网络转发招募信息的方式招募中国12个省份乡村小学, 并于2023年10—11月开展性教育在线课程教学。使用自编性教育问卷调查乡村女童在课程干预前后的性知识、性态度和相关行为, 前后测时间分别为2023年9和12月, 有效样本分别为3 058和2 602名。采用独立样本t检验和文本词频与情感分析对数据进行处理。结果在性知识上, 乡村女童前后测得分分别为(8.49±3.29)和(9.40±3.35)分, 后测高于前测(t=-10.20, P＜0.01)。在性态度上, 乡村女童前后测得分分别为(11.50±4.62)和(10.82±4.80)分, 后测对生理发育的污名得分有所降低(t=5.40, P＜0.01)。在性相关行为上, 乡村女童前后测基于性的欺凌得分分别是(5.12±2.13)和(4.89±2.18)分, 差异有统计学意义(t=3.99, P＜0.01);乡村女童与重要他人交流性话题的频率和意愿后测较前测得分均提高, 差异均有统计学意义(t值分别为-3.91, -4.03, P值均＜0.01)。文本分析发现, "男生""女生"和"月经"是被试最关注的话题, 并且乡村女童负面情绪占比较接受性教育前降低(69.91%, 18.59%)。结论性教育在线课程能提高乡村女童性知识, 减少对性的污名和负面情绪, 降低基于性的欺凌遭遇以及提高与父母、教师和同伴交流性话题的频率和意愿。
- 性教育 /
- 课程 /
- 教学 /
- 女(雌)性 /
- 儿童 /
- 农村人口
Abstract: Objective To explore the impact of online sexuality education courses on the sexual knowledge, attitudes and related behaviors of rural girls, so as to provide the practical guidance for promoting sexual health and development. Methods From February to June 2023, by posting information online and through commonweal organization websites, rural primary schools in 12 provinces were recruited for a semester of online sexuality education courses from October to November 2023. A self-compiled sexuality education questionnaire was used to survey the knowledge, attitudes, and behaviors of rural girls before and after the course intervention, with pre-tests in September 2023 and post-tests in December 2023. The eligible samples were 3 058 and 2 602, respectively. Independent sample t-tests and text frequency and sentiment analysis were used to process the data. Results In terms of sexual knowledge, the scores of rural girls before and after the test were (8.49±3.29) and (9.40±3.35), respectively, with the post-test score being higher than the pre-test (t=-10.20, P < 0.01). In terms of attitudes, the scores of rural girls before and after the test were (11.50±4.62) and (10.82±4.80), respectively, with a decrease in stigmatization towards physiological development in the post-test (t=5.40, P < 0.01). Regarding sexual-related behaviors, the frequency of sexual-based bullying among rural girls was (5.12±2.13) before and (4.89±2.18) after, with a statistically significant difference (t=3.99, P < 0.01). The frequency and willingness of rural girls to discuss sexual topics with significant others both increased on post-test (pre-test: 8.45±2.62; post-test: 8.73±2.62) and (pre-test: 8.90±2.46, post-test: 9.16±2.46), with a statistically significant difference (t=-3.91, -4.03, P < 0.01). Text analysis revealed that "boys" "girls" and "menstruation" were the most concerned topics among the participants, and compared to before receiving sex education (69.91%), the proportion of negative emotions among rural girls decreased (18.59%). Conclusion Online sexuality education courses can improve the sexual knowledge of rural girls, reduce stigma and negative emotions towards sex, decrease the incidence of sexual-based bullying and increase the frequency and willingness to discuss sexual topics with parents, teachers, and peers.
- Sex education /
- Curriculum /
- Teaching /
- Female /
- Child /
- Rural population
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图 1 乡村女童前后测性困惑的词频网络关系

Figure 1. Relationship of word frequency network of sexual confusions in pre-test and post-test among rural girls

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表 1 乡村女童性教育教学主题、内容与知识点

Table 1. Themes, content and key points of sexuality education among rural girls

主题	内容	要点
第一节：认识我的身体	1.认识我从哪里来(人类孕育生命的过程)；2.观看动画视频《我从哪里来》；3.认识生殖系统(两性生殖系统的构成，重要生殖器官的功能)；4.生殖健康行为习惯(日常生殖健康习惯的养成)；5.观看动画视频《认识我的身体》。	1.知识：知道孕育生命的过程，掌握男女不同的生理结构和生殖特征，知道生理发育具有个体差异；2.情感：理解生命诞生的不易，尊重个体的生理差异；3.技能：养成生理卫生习惯。
第二节：我的身体我做主	1.认识行为边界及社交圈(对自我社交行为边界的反思与判断)；2.身体权利意识(隐私部位、身体自主权意识、尊重他人的意识)；3.观看动画视频《我的身体权利》《小云遇到了坏人》；4.性侵犯的识别与应对。	1.知识：了解男女的隐私部位；掌握自我保护的方法；2.情感：珍视自己的身体，尊重不同个体的身体边界；3.行为：识别性骚扰与性侵害行为，能够进行自我保护。
第三节：青春期来了	1.青春期的身体变化；2.观看动画视频《青春期(上)》；3.月经和遗精(月经和遗精的原理、应对方法)；4.观看动画视频《青春期(下)》；5.青春期卫生习惯(日常生理卫生习惯的养成)。	1.知识：掌握青春期生理和心理变化特征；2.情感：破除对生理发育的迷思；悦纳自己的生理特征；以积极的视角看待生理发育与身体变化；尊重不同个体的生理差异；3.技能：欣赏自己的身体。

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表 2 乡村女童前后测性知识和性相关行为得分比较(x±s)

Table 2. Comparison of pre- and post-test sexual knowledge and sex-related behavior scores among rural girls(x±s)

前后测	人数	性知识			性相关行为
前后测	人数	生理发育	自我保护	总分	基于性的欺凌	与重要他人交流性话题的频率	与重要他人交流性话题的意愿
前测	3 058	5.47±2.35	3.02±1.42	8.49±3.29	5.12±2.13	8.45±2.62	8.90±2.46
后测	2 602	6.01±2.41	3.39±1.39	9.40±3.35	4.89±2.18	8.73±2.62	9.16±2.46
t值		-8.45	-9.79	-10.20	3.99	-3.91	-4.03
P值		＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01

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