四至六年级小学生身体意象教育课程干预效果分析

Effectiveness of body image education curriculum in primary schools among grade 4-6 students

目的分析四~六年级学生身体意象教育课程对青春早期学生身体意象的影响,为学生在青春期拥有积极的身体意象提供教学实践研究证据。方法在成都市选择1所小学为实验学校,开设6个专题,每个专题1个课时,每个课时40 min,平均1.5周完成1个专题的身体意象教育课程(青春期身体变化、价值观、体貌、性别多样性表达、多元化审美等),另1所在学区条件、学校规模与性质、师资与教学环境等方面基本同质,且没有开设身体意象教育课程的学校为对照学校。采用整群抽样方法,于2023年4—5月使用身体意象状态量表对两所学校的四至六年级全体学生进行前测、后测调查。结果实验学校和对照学校学生身体意象前测总分分别是(34.99±8.72)和(35.74±8.57),差异无统计学意义(t=-1.29,P>0.05)。后测总分分别是(37.09±10.40)和(35.70±8.78),实验学校前后测差异有统计学意义(t=-5.70,P<0.01),对照学校前后测差异无统计学意义(t=0.13,P>0.05)。实验学校和对照学校不同体质量指数(BMI)分组学生身体意象前后测差异均有统计学意义(F值分别为16.01,7.19,9.64,5.30,P值均<0.01)。结论青春早期身体意象教育课程有助于改善学生身体满意度。应在校园中尽早开展相关课程教育,以便学生在青春早期形成积极的身体意象。

Objective To analyze the effectiveness of body image education curriculum on grade 4-6 students of early adolescence in primary schools,so as to provide teaching pructice research eridence for promoting positive body image during adolescence.Methods A primary school in Chengdu was selected as an experimental school,who offered 6 projects,each project 1 class hour,each chass hour 40 minutes,an average of 1.5 weeks body image education curriculum(body changes during adolescent,values,physical appearance,gender diverity expression and aesthetic diversity).The other school had the same school district conditions,school size and nature,teachers and teaching environment,and had no body image education courses.A pre-test and post-test survey was conducted in April and May 2023 on students in grades 4 to 6 in both schools through the Body Image State Scale adopting cluster sampling.Results The pre-test scores of body image in experimental school and control school were(34.99±8.72)and(35.74±8.57)respectively,with no significantly statistical difference(t=-1.29,P>0.05).The post-test scores of body image in experimental school and control school were(37.09±10.40)and(35.70±8.78)respectivily.There was a significant difference in body image between pre-test and post-test scores in experimental school(t=-5.70,P<0.01),while no significant difference in control school(t=0.13,P>0.05).There were significant differences in body image between pre-test and post-test scores among students of different BMI groups in experimental and control schools(F=16.01,7.19,9.64,5.30,P<0.01).Conclusions Body image education curriculum in early adolescence is beneficial for improving students'body satisfaction.To help students develop a positive body image in early adolescence,it is necessary to implement relevant curriculum education in schools as early as possible.