云南鲁甸地震灾区小学生防灾减灾培训的效果评价
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摘要
目的评价在灾害多发区小学开展防灾减灾培训的有效性。方法采用类实验研究、干预组前后对照的研究设计。2017-10采用便利抽样法,选取云南鲁甸火德红镇中心小学五年级甲、乙两个班为研究对象,甲班为干预组(n=88),乙班为对照组(n=92)。对干预组行防灾减灾培训员培训的方法;对照组采用发放《防灾减灾知识小手册》,学生自学的方法。在培训前、后对两组学生防灾减灾知识和技能的掌握情况分别进行对比分析,对干预组学生防灾减灾知识和技能的掌握情况在培训前后进行对比分析。结果培训后干预组学生在防灾减灾急救知识和技能方面的得分均高于对照组,差异有统计学意义(P<0.05)。与同组前测比较,干预组在知识和技能得分方面,培训后的后测得分明显优于培训前的得分,差异具有统计学意义(P<0.05);而培训后对照组学生在知识和技能方面的得分无明显变化,与前测得分比较,差异无统计学意义(P>0.05)。结论本研究探索出适合农村在校小学生的防灾减灾教育方法,验证了在灾害多发区对小学生开展防灾减灾培训是有效的,可以提升小学生的防灾减灾知识和技能水平。
Objective The objective of this study was to evaluate the effectiveness of disaster prevention and mitigation education in disaster-prone areas. Methods The study adopted a quasi-experimental and pre-post intervention design. In October2017, students in Classes A and B of 5 th grade in a primary school in Ludian, Yunnan Province, were selected as subjects. Class A was the intervention group(n=88) and Class B was the control group(n=92). The intervention group was trained by trainers with disaster prevention and mitigation, while the control group was offered a Disaster Prevention and Mitigation Handbook, and allowed to learn by themselves. Before and after the training, the knowledge and skills of disaster prevention and mitigation of the two groups of students were compared and analyzed, and the same applied in the intervention group before and after the training. Results After training, the students in intervention group scored higher in knowledge and skills of disaster prevention and mitigation first aid than those in control group, and the difference was statistically significant(P<0.05). After training, the students in intervention group scored higher than those before training, and the differences were statistically significant(P<0.05), but there was no significant difference in knowledge and skills of disaster prevention and mitigation first aid among the students in control group as compared with that before the training(P>0.05).Conclusions This study explores a suitable education method for disaster prevention and mitigation for primary school students in rural areas, and confirms that disaster prevention and mitigation training is effective, which can improve the knowledge and skills level of disaster prevention and mitigation for primary school students.
Objective The objective of this study was to evaluate the effectiveness of disaster prevention and mitigation education in disaster-prone areas. Methods The study adopted a quasi-experimental and pre-post intervention design. In October2017, students in Classes A and B of 5 th grade in a primary school in Ludian, Yunnan Province, were selected as subjects. Class A was the intervention group(n=88) and Class B was the control group(n=92). The intervention group was trained by trainers with disaster prevention and mitigation, while the control group was offered a Disaster Prevention and Mitigation Handbook, and allowed to learn by themselves. Before and after the training, the knowledge and skills of disaster prevention and mitigation of the two groups of students were compared and analyzed, and the same applied in the intervention group before and after the training. Results After training, the students in intervention group scored higher in knowledge and skills of disaster prevention and mitigation first aid than those in control group, and the difference was statistically significant(P<0.05). After training, the students in intervention group scored higher than those before training, and the differences were statistically significant(P<0.05), but there was no significant difference in knowledge and skills of disaster prevention and mitigation first aid among the students in control group as compared with that before the training(P>0.05).Conclusions This study explores a suitable education method for disaster prevention and mitigation for primary school students in rural areas, and confirms that disaster prevention and mitigation training is effective, which can improve the knowledge and skills level of disaster prevention and mitigation for primary school students.
引文
[1]狄玉峰,焦伟伟,李莉.廊坊市中小学生防灾避险能力现状及对策研究[J].科技信息,2011,20(3):15.DOI:10.3969/j.issn.1001-9960.2011.20.013.
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[8]Soffer Y,Goldberg A,Avisar-Shohat G,et al. The effect of different educational interventions on school children's knowledge of earthquake protective behaviour in Israel[J].Disasters,2010,34(1):205-213.DOI:10.1111/j.1467-7717.2009.01125.x.
[9]王晓艳.大学生急救知识现状及减灾教育后效果分析[J].齐鲁护理杂志,2014,20(1):71-72.DOI:10.3969/j.issn.1006-7256.2014.01.032.
[10]倪平,陈京立.儿童意外伤害预防措施研究的进展[J].中华护理杂志,2012,47(4):382-384.DOI:10.3761/j.issn.0254-1769.2012.04.041.
[11]王群星.我国灾害综合评估现状及评估指标初探[J].漯河职业技术学院学报,2003,2(1):78-80.DOI:10.3969/j.issn.1 671-7864.2003.01.026.
[12]Bistaraki A,Waddington K,Galanis P.The effectiveness of a disaster training programme for healthcare workers in Greece[J].Int Nurs Rev,2011,58(3):341-346.DOI:10.1111/j.1466-7657.2011.00898.x.
[13]文炎,襄祥.中小学防灾避险教育现状及对策研究[J].科协论坛,2014(10):34-35.
[14]Ronan K,Johnston D,Daly M,et al.School children's risk perceptions and preparedness:a hazards education survey[J].Austr J Dis Trauma Stud,2001(1):1174-4707.
[15]曹若湘,耳玉亮,陶莹.北京市549名中学生参与式急救知识技能培训效果评估[J].中国学校卫生,2010.3,(4):415-418.
[2]仵焕杰,魏本勇,田青,等.青海玉树地区小学生刘地震灾害的响应现状分析[J].灾害学,2013,28(2)166-171.DOI:10.3969/j.issn.1000-811X.2013.02.033.
[3]菅荣华.中小学生应对自然灾害时逃生能力的培养[J].现代教育科学(小学教师),2014(1):26.DOI:10.3969/j.issn.1005-5843.2014.01.018.
[4]冯文雅.云南鲁甸地震遇难人数增至617人[EB/OL].(2014-08-09)[2015-09-05].http://news.xinhuanet.com/politic s/2014-08/0 9/c_12685033 8.htm.
[5]Ronan K,Towers B.Systems education for a sustainable planet:preparing children for natural disasters[J].Systems,2014(2):1-23.DOI:10.3390/systems2010001.
[6]胡金,李波,杨艳锋.GIS在云南鲁甸县地质灾害易发性分区中的应用[J].灾害学,2008,23(1):73-87.DOI:10.3969/j.issn.1000-811X.2008.01.017.
[7]毕瑞雪,黄文姣,宋晔,等.鲁甸地震灾区村民减灾急救培训的效果评价[J].重庆医学,2016,45(13):1864-1866.DOI:10.3969/j.issn.1671-8348.2016.13.051.
[8]Soffer Y,Goldberg A,Avisar-Shohat G,et al. The effect of different educational interventions on school children's knowledge of earthquake protective behaviour in Israel[J].Disasters,2010,34(1):205-213.DOI:10.1111/j.1467-7717.2009.01125.x.
[9]王晓艳.大学生急救知识现状及减灾教育后效果分析[J].齐鲁护理杂志,2014,20(1):71-72.DOI:10.3969/j.issn.1006-7256.2014.01.032.
[10]倪平,陈京立.儿童意外伤害预防措施研究的进展[J].中华护理杂志,2012,47(4):382-384.DOI:10.3761/j.issn.0254-1769.2012.04.041.
[11]王群星.我国灾害综合评估现状及评估指标初探[J].漯河职业技术学院学报,2003,2(1):78-80.DOI:10.3969/j.issn.1 671-7864.2003.01.026.
[12]Bistaraki A,Waddington K,Galanis P.The effectiveness of a disaster training programme for healthcare workers in Greece[J].Int Nurs Rev,2011,58(3):341-346.DOI:10.1111/j.1466-7657.2011.00898.x.
[13]文炎,襄祥.中小学防灾避险教育现状及对策研究[J].科协论坛,2014(10):34-35.
[14]Ronan K,Johnston D,Daly M,et al.School children's risk perceptions and preparedness:a hazards education survey[J].Austr J Dis Trauma Stud,2001(1):1174-4707.
[15]曹若湘,耳玉亮,陶莹.北京市549名中学生参与式急救知识技能培训效果评估[J].中国学校卫生,2010.3,(4):415-418.
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