青海省某贫困县小学生和教师营养知识及来源状况
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摘要
目的了解青海省某贫困县小学学生及教师的营养知识知晓率,及对营养教育的态度,为开展营养教育提供科学依据。方法在青海省国家级贫困县,采用整群随机抽样的方法随机抽取县城、乡镇和山村小学各1所,在每所小学三～六年级各随机抽取1个班,将该班所有学生、该校所有教师作为调查对象。采用自填问卷调查表,收集学生和教师的基本信息和营养知识相关信息。结果小学生各知识点知晓率为20.5%～88.4%,以对饮品的选择(88.4%)和富含胡萝卜素的食物(60.9%)的知晓率最高,其它知识点知晓率均在50%以下。教师各知识点知晓率为25.2%～94.4%,以对富含维生素C的食物(25.2%)和营养早餐的食物组成(32.7%)的知晓率最低,其它知识点知晓率均在60%以上。学生营养知识来自课堂教学的途径所占的比例(53.0%)最多。结论青海省某贫困县学生营养知识水平较低,营养知识来源途径以课堂教学为主,教师的学历和营养知识水平较高。应积极利用教师的优势开展以教师为主要施教者的学校营养教育,提高学生营养知识水平。
Objective To understand the mastery of nutrition knowledge among primary school students and teachers in a poverty-stricken county in Qinghai Province,and provide a scientific basis for nutrition education.Methods Three primary schools in county,township and village,respectively,were selected randomly by stratified cluster sampling method.One class was randomly selected from grade 3 to grade 6 in each school.Self-administered questionnaires were used to collect basic information about students and teachers and information about nutrition knowledge.Results The mastery rate of primary school students was 20.5% ～ 88.4%.Their mastery rate of drinks(88.4%) and carotenoid-rich food(60.9%) were the highest,and their mastery rate of others were under 50%.The mastery rate of teachers was 25.2% ～ 94.4%.Their mastery rate of vitamin C-rich food(25.2%) and nutritious breakfast(32.7%) were the lowest,and their mastery rate of others were over 60%.The proportion of students' nutrition knowledge was mainly from classroom teaching(53.0%).Conclusion The mastery level of nutrition knowledge of students in a poverty-stricken county in Qinghai Province is relatively low.The source of nutrition knowledge is mainly classroom teaching,and the level of education and nutrition of teachers is relatively high.We should actively use the advantages of teachers to carry out nutrition education in schools with teachers as the main educators so as to improve the nutrition knowledge of students.
Objective To understand the mastery of nutrition knowledge among primary school students and teachers in a poverty-stricken county in Qinghai Province,and provide a scientific basis for nutrition education.Methods Three primary schools in county,township and village,respectively,were selected randomly by stratified cluster sampling method.One class was randomly selected from grade 3 to grade 6 in each school.Self-administered questionnaires were used to collect basic information about students and teachers and information about nutrition knowledge.Results The mastery rate of primary school students was 20.5% ～ 88.4%.Their mastery rate of drinks(88.4%) and carotenoid-rich food(60.9%) were the highest,and their mastery rate of others were under 50%.The mastery rate of teachers was 25.2% ～ 94.4%.Their mastery rate of vitamin C-rich food(25.2%) and nutritious breakfast(32.7%) were the lowest,and their mastery rate of others were over 60%.The proportion of students' nutrition knowledge was mainly from classroom teaching(53.0%).Conclusion The mastery level of nutrition knowledge of students in a poverty-stricken county in Qinghai Province is relatively low.The source of nutrition knowledge is mainly classroom teaching,and the level of education and nutrition of teachers is relatively high.We should actively use the advantages of teachers to carry out nutrition education in schools with teachers as the main educators so as to improve the nutrition knowledge of students.
引文
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[12]吴秀芳,刘沛.家庭因素对小学生营养知识、态度、行为的影响[J].江苏预防医学,2012,23(3):17-19.
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[14]汝骅.中小学营养教育的问题与对策[J].中国健康教育,2006,22(2):119-122.
[15]关炳菊.农村小学营养教育效果评估[D].北京:中国疾病预防控制中心,2017.
[16]李晓辉,冯敏,伍建军,等.四川省西部山区农村寄宿制学校食育干预效果评价[J].预防医学情报杂志,2015,31(3):177-181.
[2]宋超,张宝良,赵芳,等.北京烟台两地小学生和教师营养健康教育效果评价[J].中国预防医学杂志,2015,16(10):814-817.
[3]张艳丽,王守英,谷玉梅.营养教育对中学生健康知识态度行为的影响效果评价[J].中国学校卫生,2007,28(8):689-690.
[4]中国学生营养与健康促进会.中国学龄儿童青少年营养与健康状况调查报告2013:加强学校食堂建设打破营养改善瓶颈[M].北京:中国人口出版社,2013.
[5]BUNTING G,FREEMAN R.Reported versus actual snacking behavious:A note on methodology[J].Int J Health Pro Edu,2014,39(1):26-30.
[6]徐海泉,张倩,甘倩,等.农村学生营养改善计划地区学生营养知识状况[J].中国学校卫生,2015,36(5):666-668,672.
[7]赵宏,刘燕,李斌.寄宿制学校学生营养知识及饮食行为调查[J].中国公共卫生,2014,30(9):1123-1125.
[8]徐国红,孙晓红,汪思顺,等.贵州省部分农村中小学生膳食营养与健康知识行为现状[J].中国学校卫生,2014,35(3):346-347,350.
[9]关炳菊,王情情,潘慧,等.农村贫困地区小学生营养知识现状[J].中国学校卫生,2017,38(5):654-656.
[10]TAHEREH D,TAHEREH R,NAHEED A,et al.Effect of nutrition education intervention based on Pender’s Health Promotion Model in improving the frequency and nutrient intake of breakfast consumption among female Iranian students[J].Public Health Nutrition,2014,17(3):657-666.
[11]马福昌,周敏茹,星吉,等.青海省重点监测地区中小学生营养改善项目效果评价[J].中国学校卫生,2017,38(11):1712-1714.
[12]吴秀芳,刘沛.家庭因素对小学生营养知识、态度、行为的影响[J].江苏预防医学,2012,23(3):17-19.
[13]沈秀华,汤庆娅,陶晔璇,等.小学教师在儿童肥胖群体干预实施中的潜力[J].中国学校卫生,2011,32(9):1102-1104.
[14]汝骅.中小学营养教育的问题与对策[J].中国健康教育,2006,22(2):119-122.
[15]关炳菊.农村小学营养教育效果评估[D].北京:中国疾病预防控制中心,2017.
[16]李晓辉,冯敏,伍建军,等.四川省西部山区农村寄宿制学校食育干预效果评价[J].预防医学情报杂志,2015,31(3):177-181.