國民小學學生視力狀況與生活習慣之研究

The Vision and Living Habits of Elementary School Students

王亦榮(Yi-Rung Wang)

《特殊教育與復健學報》 1期 (1991/07) Pp. 133-180

摘要

本研究旨在探討不同視力狀況學生生活習慣之差異並探討影響視力狀況有關因素。主要目的有二：（一）探討不同視力狀況學生生活習慣之差異。（二）探討形成不同視力狀況之有關因素。本研究對象取自台灣省十七縣市國民小學四年級、六年級學生共1654名。研究工具為自編之「生活習慣量表」。資料處理採用三因子變異數分析、卡方考驗。本研究結果如下：一、不同視力狀學生生活習慣有顯著差異。二、不同近視程度學生近視程度與年級有交互作用存在。三、不同視力狀況學生在「開始寫字時間」、「教習寫字的主要人物」、「是否經常被提醒握筆姿勢與坐姿」、「每日看電視時間」等方面沒有顯著差異。四、不同視力狀況學生在「房間照明狀況」、「做功課燈源方向」、「看清楚黑板上的字」顯著差異。五、不同視力狀況學生次要休閒活動有差異。基於以上主要發現，擬提出以下建議：一、力使視力保健法則形成生活習慣二、視力狀況不良的學生要多注意視力變化三、注意適當的照明度與光源方向四、不宜鼓勵學齡前兒童學習寫字五、進一步研究建議。

並列摘要

The Purpose of the study was to investigate (1) the living habits of the students with different vision, and (2) the factors which are related to vision. Sixteen hundred and fifty-four subjects who were in 4th and 6th grades were selected from elementary schools of seventeen counties. A ”living Habits Scale” was made for the study. The three-way ANDVA and Chi-Square were applied for data analyses. The results were as following:1. The living habits were significantly different among students of different vision. 2. There were significant interactions between the degree of near-sightedness and grades among students of different vision. 3. There were no significant differences among the students of different vision in the following task: the age when the subject starts to write, the significant other who teaches the subject to write, whether the subject is reminded to hold the pencil correctly and to sit straight, and the hours spent in watching TV. 4. There were significant differences among the students of different vision in the following task: the illumination in the room, the direction where lights come from when the subject is doing homework, and whether the subject can see the blackboard clearly. There were significant differences among the students who have different vision. The suggestions were as following: 1. Make niles of visual conservation become living habits. 2. student of abnormal vision must be aware of the regression of it. 3. Be aware of the illumination and the direction where the lights come from. 4. Suggestions were made for further studies.