性教育课程对大班幼儿性相关知信行的干预效果评价

闫润; 夏华; 叶运莉

doi:10.16835/j.cnki.1000-9817.2023.10.014

性教育课程对大班幼儿性相关知信行的干预效果评价

doi: 10.16835/j.cnki.1000-9817.2023.10.014

西南医科大学公共卫生学院, 四川泸州 646000

基金项目:

四川省哲学社会科学重点研究基地—社会治理创新研究中心项目 SHZLZD2003

四川省高等学校人文社会科学重点研究基地—农村幼儿教育研究中心项目 NYJ20230610

详细信息

作者简介:
闫润(2000-), 女, 山东菏泽人, 在读硕士, 主要研究方向为健康教育

通讯作者:
叶运莉, E-mail: wushuangyewu@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G478 R167
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- 被引次数: 0
出版历程
- 收稿日期: 2023-07-18
- 修回日期: 2023-08-16
- 网络出版日期: 2023-10-27
- 刊出日期: 2023-10-25

Effectiveness of sex education curriculum on sex-related knowledge, attitude and practice of preschool children in senior class

School of Public Health, Southeast Medical University, Luzhou(646000), Sichuan Province, China

摘要

摘要: 目的评价性教育课程对大班幼儿性相关知信行的影响效果, 为今后推动幼儿性教育的全面开展提供参考依据。方法于2021年12月至2022年7月, 采用两阶段分层抽样法, 选择泸州市的12所幼儿园, 其中6所的大班幼儿作为干预组(干预前360名, 干预后354名), 另外6所的大班幼儿作为对照组(干预前416名, 干预后326名)。干预组以系列课程的形式开展幼儿性教育课堂, 系列课程共4个专题, 每月开展1个专题, 包括1次家长课程和3次幼儿课程; 对照组进行常规教学管理。干预前后均对幼儿及其家长进行幼儿性教育知信行情况的调查。采用χ²检验分析干预效果。结果干预前干预组与对照组幼儿在性教育相关知信行方面的差异均无统计学意义(P值均>0.05)。干预后干预组与对照组幼儿在性相关知识掌握率(77.4%, 69.6%)、态度良好率(73.7%, 10.1%)、行为良好率(59.3%, 38.0%)及知信行良好率(37.9%, 1.8%)方面的差异均有统计学意义(χ²值分别为5.28, 279.77, 30.77, 134.62, P值均 < 0.05)。干预组干预前后在性相关知识掌握率、态度良好率、行为良好率及知信行良好率方面的差异均有统计学意义(χ²值分别为63.39, 344.31, 41.41, 161.03, P值均 < 0.05)。对照组干预前后在性相关知识掌握率方面的差异有统计学意义(χ²=44.29, P < 0.05)。结论幼儿性教育课程提高了幼儿的性相关知识掌握率, 改善了性相关的态度和行为。应鼓励幼儿园积极推进对幼儿及其家长的性教育培训及指导, 提高幼儿性相关知信行的良好率。
- 性教育 /
- 健康知识, 态度, 实践 /
- 干预性研究 /
- 健康促进 /
- 儿童, 学龄前
Abstract: Objective To evaluate the effectiveness of sex education curriculum on sex-related knowledge, attitude and practice of preschool children in senior class, so as to provide a reference basis for the comprehensive development of early childhood sex education in the future. Methods From December 2021 to July 2022, the two-stage stratified sampling method was used to select 12 kindergartens in Luzhou City, of which 6 senior classes were chosen as the intervention group (360 before the intervention, 354 after the intervention), and the other 6 senior classes as the control group (416 before the intervention, 326 after the intervention).The intervention group was conducted with early childhood sex education classes in the form of a series of courses, with a total of four topics including one parent course and three child courses every month, while the control group received routine teaching schedule.A survey was conducted on the knowledge, attitude and practice of early childhood sex education among preschool children and their parents before and after the intervention.χ² text analysis was used to carry out the effect. Results There was no statistically significant difference in sexual education related knowledge, attitude and practice between the intervention group and the control group before intervention (P>0.05).There were statistically significant differences in the awareness rate of sexual knowledge (77.4%, 69.6%), positive attitude rate (73.7%, 10.1%), good practice rate (59.3%, 38.0%), and good knowledge, attitude and practice rate (37.9%, 1.8%) between the intervention group and the control group after intervention (χ²=5.28, 279.77, 30.77, 134.62, P < 0.05).Similar findings were observed in the intervention group before and after the intervention (χ²=63.39, 344.31, 41.41, 161.03, P < 0.05).The difference in the awareness rate of sexual related knowledge between the control group before and after intervention was statistically significant (χ²=44.29, P < 0.05). Conclusion The early childhood sex education curriculum might help improve sex-related knowledge, attitude and practice.Kindergartens should be encouraged to actively promote sex education, training, and guidance for preschool children and their parents, in order to improve the sex-related knowledge, attitude and practice.
- Sex education /
- Health knowledge, attitudes, practice /
- Intervention studies /
- Health Promotion /
- Child, preschool
注释:

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表 1 干预前幼儿一般情况的组间比较

Table 1. Comparison between groups on the general situationof young children before intervention

组别	选项	对照组 (n=416)	干预组 (n=360)	χ²值	P值
幼儿园属地	农村	157(37.7)	143(39.7)	0.32	0.57
	城市	259(62.3)	217(60.3)
性别	男	224(53.8)	174(48.3)	2.35	0.13
	女	192(46.2)	186(51.7)
年龄/岁	5	254(61.1)	203(56.4)	2.26	0.31
	6	158(38.0)	155(43.1)
	7	4 (1.0)	2 (0.6)
独生子女	是	128(30.8)	95(26.4)	1.81	0.18
	否	288(69.2)	265(73.6)
父亲文化程度^*	初中及以下	179(43.2)	154(42.9)	0.56	0.75
	中专/高中	112(27.1)	105(29.2)
	大专/本科及以上	123(29.7)	100(27.9)
母亲文化程度^*	初中及以下	173(41.7)	148(41.3)	1.63	0.44
	中专/高中	94(22.7)	94(26.3)
	大专/本科及以上	148(35.7)	116(32.4)
家庭年收入/万元	＜5	193(46.4)	170(47.2)	0.06	0.97
	5~10	172(41.3)	147(40.8)
	＞10	51(12.3)	43(11.9)
父母婚姻状况	已婚(原配)	362(87.0)	316(87.8)	0.10	0.75
	其他	54(13.0)	44(12.2)
主要照顾人	父母一方	164(39.4)	160(44.4)	3.59	0.17
	父母双方	151(36.3)	108(30.0)
	其他	101(24.3)	92(25.6)
注： ()内数字为构成比/%；*数据有缺失值。

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表 2 干预前后两组性相关知信行情况比较

Table 2. Comparison of sexual related knowledge, attitude and practice between two groups before and after intervention

干预前后	组别	人数	统计值	知识	态度	行为	知信行
干预前	干预组	360		175(48.6)	21(5.8)	127(35.3)	2(0.6)
	对照组	416		188(45.2)	33(7.9)	142(34.1)	3(0.7)
			χ²值	0.91	1.31	0.11	0.08
			P值	0.34	0.25	0.74	0.77
干预后	干预组	354		274(77.4)	261(73.7)	210(59.3)	134(37.9)
	对照组	326		227(69.6)	33(10.1)	124(38.0)	6(1.8)
			χ²值	5.28	279.77	30.77	134.62
			P值	0.02	＜0.01	＜0.01	＜0.01
注： ()内数字为掌握率或良好率/%。

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