中华预防医学杂志
中華預防醫學雜誌
중화예방의학잡지
CHINESE JOURNAL OF
2015年
2期
147-151
,共5页
华文娟%伍晓艳%姜旋%万宇辉%张杰铮%金菊香%刘红丽%高国朋%方云
華文娟%伍曉豔%薑鏇%萬宇輝%張傑錚%金菊香%劉紅麗%高國朋%方雲
화문연%오효염%강선%만우휘%장걸쟁%금국향%류홍려%고국붕%방운
视力,低%中小学生卫生保健服务%环境%干预性研究
視力,低%中小學生衛生保健服務%環境%榦預性研究
시력,저%중소학생위생보건복무%배경%간예성연구
Vision,low%Student%Environment%Intervention study
目的 探索教室光环境改善对学生视力的保护效应.方法 2012年11月采用整群抽样法选取沈阳市苏家屯区城、乡小学(1～5年级)、初中(7～8年级)各1所作为实验组学校(共4所),对教室进行灯光改造,调查对象为2 092名.选择地理位置临近、课业负担相当的城乡小学(1～5年级)、初中(7～8年级)各1所作为对照组学校(共4所),整群抽取在校所有学生为研究对象,共1 595名.使用照度计分别测量改造前实验组学校和对照组学校教室照度、改造后1个月实验组学校教室照度.使用标准对数视力表分别测量教室改造前、改造后6个月和12个月学生裸眼远视力.使用独立样本Wilcoxon秩和检验比较改造前实验组和对照组教室照度,及改造前、后实验组教室照度.通过多元方差分析比较实验组和对照组3次裸眼远视力.结果 教室灯光改造后桌面平均照度提高(改造前P50比改造后P50:117.5比532.5 lx,Z=-5.38,P＜0.001),黑板平均照度提高(改造前P50比改造后P50:75.6比423.5 lx,Z=-5.38,P＜0.001);桌面照度均匀度提高(改造后P50比改造前P50:0.68比0.55,Z=-4.28,P＜0.001),黑板照度均匀度降低(改造后P50比改造前P50:0.64比0.70,Z=-2.34,P=0.019).在改造前、改造后6个月和改造后12个月实验组[(4.87±0.23)、(4.84±0.25)、(4.85±0.23)分]和对照组[(4.88±0.22)、(4.84 ±0.25)、(4.81±0.27)分]3次裸眼远视力,差异有统计学意义(F值分别为1.41、0.13、19.99,P值分别为0.235、0.724、＜0.001);改造后12个月时,实验组与对照组差异有统计学意义[小学:(4.90±0.20)比(4.87 ±0.21)分,F=13.61,P＜0.001;初中:(4.73±0.28)比(4.68±0.32)分,F=14.25,P＜0.001].结论 教室光环境改善有利于减缓学生视力下降速度,学校应提高教室桌面和黑板面的光照水平.
目的 探索教室光環境改善對學生視力的保護效應.方法 2012年11月採用整群抽樣法選取瀋暘市囌傢屯區城、鄉小學(1～5年級)、初中(7～8年級)各1所作為實驗組學校(共4所),對教室進行燈光改造,調查對象為2 092名.選擇地理位置臨近、課業負擔相噹的城鄉小學(1～5年級)、初中(7～8年級)各1所作為對照組學校(共4所),整群抽取在校所有學生為研究對象,共1 595名.使用照度計分彆測量改造前實驗組學校和對照組學校教室照度、改造後1箇月實驗組學校教室照度.使用標準對數視力錶分彆測量教室改造前、改造後6箇月和12箇月學生裸眼遠視力.使用獨立樣本Wilcoxon秩和檢驗比較改造前實驗組和對照組教室照度,及改造前、後實驗組教室照度.通過多元方差分析比較實驗組和對照組3次裸眼遠視力.結果 教室燈光改造後桌麵平均照度提高(改造前P50比改造後P50:117.5比532.5 lx,Z=-5.38,P＜0.001),黑闆平均照度提高(改造前P50比改造後P50:75.6比423.5 lx,Z=-5.38,P＜0.001);桌麵照度均勻度提高(改造後P50比改造前P50:0.68比0.55,Z=-4.28,P＜0.001),黑闆照度均勻度降低(改造後P50比改造前P50:0.64比0.70,Z=-2.34,P=0.019).在改造前、改造後6箇月和改造後12箇月實驗組[(4.87±0.23)、(4.84±0.25)、(4.85±0.23)分]和對照組[(4.88±0.22)、(4.84 ±0.25)、(4.81±0.27)分]3次裸眼遠視力,差異有統計學意義(F值分彆為1.41、0.13、19.99,P值分彆為0.235、0.724、＜0.001);改造後12箇月時,實驗組與對照組差異有統計學意義[小學:(4.90±0.20)比(4.87 ±0.21)分,F=13.61,P＜0.001;初中:(4.73±0.28)比(4.68±0.32)分,F=14.25,P＜0.001].結論 教室光環境改善有利于減緩學生視力下降速度,學校應提高教室桌麵和黑闆麵的光照水平.
목적 탐색교실광배경개선대학생시력적보호효응.방법 2012년11월채용정군추양법선취침양시소가둔구성、향소학(1～5년급)、초중(7～8년급)각1소작위실험조학교(공4소),대교실진행등광개조,조사대상위2 092명.선택지리위치림근、과업부담상당적성향소학(1～5년급)、초중(7～8년급)각1소작위대조조학교(공4소),정군추취재교소유학생위연구대상,공1 595명.사용조도계분별측량개조전실험조학교화대조조학교교실조도、개조후1개월실험조학교교실조도.사용표준대수시력표분별측량교실개조전、개조후6개월화12개월학생라안원시력.사용독립양본Wilcoxon질화검험비교개조전실험조화대조조교실조도,급개조전、후실험조교실조도.통과다원방차분석비교실험조화대조조3차라안원시력.결과 교실등광개조후탁면평균조도제고(개조전P50비개조후P50:117.5비532.5 lx,Z=-5.38,P＜0.001),흑판평균조도제고(개조전P50비개조후P50:75.6비423.5 lx,Z=-5.38,P＜0.001);탁면조도균균도제고(개조후P50비개조전P50:0.68비0.55,Z=-4.28,P＜0.001),흑판조도균균도강저(개조후P50비개조전P50:0.64비0.70,Z=-2.34,P=0.019).재개조전、개조후6개월화개조후12개월실험조[(4.87±0.23)、(4.84±0.25)、(4.85±0.23)분]화대조조[(4.88±0.22)、(4.84 ±0.25)、(4.81±0.27)분]3차라안원시력,차이유통계학의의(F치분별위1.41、0.13、19.99,P치분별위0.235、0.724、＜0.001);개조후12개월시,실험조여대조조차이유통계학의의[소학:(4.90±0.20)비(4.87 ±0.21)분,F=13.61,P＜0.001;초중:(4.73±0.28)비(4.68±0.32)분,F=14.25,P＜0.001].결론 교실광배경개선유리우감완학생시력하강속도,학교응제고교실탁면화흑판면적광조수평.
Objectives To explore the association between elevated light levels in classrooms and change in vision acuity among elementary and secondary students.Methods A total of 4 elementary (grade 1-5) and secondary (grade 7-8) schools in urban and rural areas in Sujiatun,Shenyang,China were selected by cluster sampling as experimental schools,and lighting systems have been rebuilt to improve the ambient light levels in 56 classrooms in November 2012.The control schools were chosen for the comparable academic burden and adjacent location to experimental schools,4 schools in all.Cluster sampling of all students in the selected schools as the subjects was carried out.A total of 2 092 students were chosen as experimental group and 1 595 students were in the control group.The luxmeter was used to measure illuminance of classrooms in two groups at baseline,and intervention for 1 month,respectively.Students in both groups were underwent 3 times for vision acuity examination by standard logarithmic visual acuity chart at baseline,intervention for 6 month and intervention for 1 year,respectively.The light levels of desk and blackboard in two groups were compared by Wilcoxon test.Multivariate analysis of covariance with repeated measures was performed to assess three vision acuity results between groups.Results After intervention,the average illuminance of desk (117.5 vs 532.5 lx,Z =-5.38,P ＜ 0.001) and blackboard (75.6 vs 423.5 lx,Z =-5.38,P ＜ 0.001) and uniformity of desk (Z =-4.28,P ＜ 0.001) with new lighting were improved significantly than that with old lighting,however the uniformity of blackboard was lower than baseline significantly (0.64 vs 0.70,Z =-2.34,P =0.019).The average scores of vision acuity in students at baselinc,intervention for 6 month and intervention for 1 year were 4.87 ± 0.23,4.84 ± 0.25 and 4.85 ±0.23 in experimental group,and 4.88 ± 0.22,4.84 ± 0.25 and 4.81 ± 0.27 in control group,respectively.The significant differences between groups were found and F values were 1.41,0.13,19.99,P values were 0.235,0.724,＜ 0.001.At last the average vision acuity in experimental group were significantly better than that in control group either among elementary (4.90 ± 0.20) vs (4.87 ± 0.21) score,F=13.61,P ＜ 0.001 or secondary students (4.73 ±0.28)vs(4.68 ± 0.32) score,F =14.25,P ＜ 0.001.Conclusions Visual acuity loss could be decreased in students with elevated light levels which may slow the response to myopiagenic stimuli for eyes,therefore the ambient light levels of blackboard and desk in classroom should be improved.
