幼儿园整体性营养教育理论与实践的研究

发布时间：2018-06-10 14:33

本文选题：幼儿园营养教育 + 知信行(KAP)调查　；参考：《湖南师范大学》2004年硕士论文

【摘要】：本研究是在系统论的整体观指导下，运用交叉科学的思维方式，在多学科背景下研究幼儿园营养教育理论与实践。旨在：1．编制“幼儿营养教育知、信、行(KAP)问卷”，并在幼儿园展问卷调查，以了解幼儿营养知识、信念与态度、饮食行为习惯现况。2．建构幼儿园整体性营养教育理论模型。本研究采用问卷调查和文献资料相结合的研究方法。研究设计如下：1．编制“幼儿营养教育知、信、行(KAP)问卷”，并进行信度、效度检验；2．在幼儿园开展正式的问卷调查，收集数据并进行分析处理以了解幼儿营养教育知、信、行现况，检验其性别、年龄差异； 3．从理论上系统分析幼儿营养教育知、信、行的形成机制、相互关系及影响因素；4．根据幼儿自身发展规律和幼儿教育的原则，结合幼儿园开展营养教育的实际情况，建构幼儿园整体性营养教育理论模型。本研究得到以下结论：1．本研究编制的“幼儿营养教育知、信、行(KAP)问卷”具有较高的信度指标和效度指标。2．幼儿在营养知识、营养信念与态度、饮食行为习惯上都存在极显著的性别差异，而且所有的差异都表现为女孩高于男孩。3．幼儿在营养知识和饮食行为习惯上存在显著的年龄差异，所有差异均表现为随着年龄的增长呈上升趋势；但是在饮食信念与态度上不存在显著的年龄差异。4．幼儿营养教育知、信、行之间存在显著正相关。5．本研究建构的幼儿园营养教育理论模型由以下几个既相对独立又相互联系的子系统构成：知一信一行目标系统、显性课程一隐性课程两大课程系统、家庭一幼儿园一社会三位一体大教育系统以及多维评价系统，此模型是对幼儿园整体性营养教育综合系统的反映。6．本研究在系统论的整体观指导下，，运用交叉思维研究，在多学科理论背景下研究幼儿园营养教育理论，这种研究方法是必要的和可行的。
[Abstract]:Under the guidance of the holistic view of system theory, this study studies the theory and practice of kindergarten nutrition education under the multi-disciplinary background by using cross-scientific thinking mode. Aim at one. In order to understand the nutrition knowledge, belief and attitude of young children, the KAP questionnaire was compiled to understand the nutritional knowledge, belief and attitude of young children, and the current status of dietary behavior. 2. A theoretical model of holistic nutrition education in kindergarten was constructed. The research design is as follows: 1. To compile the KAP questionnaire and test the reliability and validity of KAP. A formal questionnaire survey was conducted in kindergartens, data were collected and analyzed to understand the current situation of knowledge, information and practice of infant nutrition education, and to test their gender and age differences. 3. In theory, the formation mechanism, interrelation and influencing factors of infant nutrition education are systematically analyzed. According to the rules of children's own development and the principle of early childhood education, combined with the actual situation of carrying out nutrition education in kindergartens, the theoretical model of holistic nutrition education in kindergartens is constructed. The following conclusions are obtained in this study: 1. The KAP questionnaire developed by this study has high reliability index and validity index. There were significant gender differences in nutrition knowledge, nutrition belief and attitude, dietary behavior, and all the differences were higher in girls than in boys. There were significant age differences in nutrition knowledge and dietary behavior habits, all the differences showed an upward trend with the increase of age, but there was no significant age difference in dietary belief and attitude. 4. There was a significant positive correlation among the knowledge, belief and line of nutrition education of young children. 5. The theoretical model of nutrition education in kindergarten is constructed by the following subsystems which are relatively independent and interrelated: the system of knowing one letter and one line of objectives, the two major curriculum systems of explicit curriculum and recessive curriculum. This model is the reflection of the integrated nutrition education system of kindergarten. Under the guidance of the holistic view of system theory, this study is necessary and feasible to study the theory of kindergarten nutrition education under the background of multi-disciplinary theory by using cross-thinking research.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：G610

【引证文献】