2024年6月20日 星期四
疫情“停课不停学”期间小学家长身心焦虑与 亲子互动研究———以常州市为例
A Study on“Physical and Mental Anxiety”,And “Parent-child Interaction” in Primary School during the “Suspension without Suspension” Period———Taking Changzhou City as An Example
摘要

研究探讨在突发疫情期间, “停课不停学”状态下, 同一城市中不同地区及不同年级之间的小学家长身心焦虑程度与亲子间的互动情况。研究采用问卷法, 采取方便取样方式, 对江苏省常州市小学家长进行调查, 一共发放问卷2756份, 回收有效样本2501份进行分析研究。分析结果: 突发疫情期间, 在“停课不停学”状态下, 不同地区的小学家长“身心焦虑”和“亲子互动”存在显著差异; 年级对小学家长“躯体化”与“亲子互动”存在积极影响。研究发现: 突发疫情期间, 在“停课不停学”状态下, 1. 小学家长“心理焦虑”在学校所在地上存在差异; 2. 小学家长“躯体化”在学校所在地上存在差异; 3. 小学家长“心理焦虑”在年级阶段上存在差异; 4. 小学家长“躯体化”在年级阶段上存在差异; 5. 小学家长与孩子“亲子互动”在学校所在地上存在差异; 6. 小学家长与孩子“亲子互动”在年级阶段上存在差异。研究建议为: 一、加强疫情期间的家校合作; 二、家庭教育观念需要转变。

Abstract

This study explores the physical and psychological anxiety degree of primary school parents and the interactions between parents and their children in different regions and grades of the same city during the outbreak of the COVID-19 pandemic. The questionnaire method was used and convenient sampling method was adopted to investigate the primary school parents in Changzhou city, Jiangsu Province. 2756 questionnaires were issued, and 2501 valid samples were recovered for analysis and research. The results of this study shows that there were significant differences in “physical and mental anxiety” and “parent-child interaction” in primary school in different regions during the period of “school suspension”. Grade level has positive influence on “somatization” and “parent-child interaction” of primary school parents. The findings are as follows: 1. The location of the school has an impact on the “physical anxiety” of primary school parents; 2. The location of the school has an impact on the “psychological anxiety” of primary school parents; 3. Grade level has influence on “physical anxiety” of primary school parents; 4. Grade level has influence on “psychological anxiety” of primary school parents; 5. School location has influence on “parent-child interaction” of primary school parents and children; 6. Grade level has influence on parent-child interaction between primary school parents and children. The recommendations of the study are as follows: 1. Strengthen home-school cooperation during the epidemic; 2. Changes in the concept of family education are needed.  

DOI10.48014/tpcp.20230507001
文章类型研究性论文
收稿日期2023-05-07
接收日期2024-03-01
出版日期2024-03-28
关键词疫情, “停课不停学”, 小学家长, 身心焦虑, 亲子互动
KeywordsCOVID-19 pandemic, “suspension without suspension”, primary school parents, physical and mental anxiety, parent-child interaction
作者蔡宜秀1, 黃茂榮2,*, 李严亲3, 覃叶蕾3, 陈思卓3, 边雅涓3, 卢然3
AuthorCAI Yixiu1, HUANG Maorong2,*, LI Yanxin3, QIN Yelai3, CHEN Sizhuo3, BIAN Yajuan3, LU Ran3
所在单位1. 泉州职业技术大学, 泉州 362268
2. 修平科技大学, 台中 41280
3. 江苏理工学院心理学系, 常州 213000
Company1. Quanzhou Vocational and Technical University, Quanzhou 362268, China
2. Hsiuping University of Science and Technology, Taichung 41280
3. Department of Psychology, Jiangsu University of Technology, Changzhou, China
浏览量175
下载量109
参考文献[1] 习近平. 在统筹推进新冠肺炎疫情防控和经济社会发展工作部署会议上的讲话[EB/OL].
http://dangjian.people.com.cn/n1/2020/0224/c117092-31600872.html,2020-2-23/2022-5-27.
https://doi.org/10.3969/j.issn.2095-4123.2020.02.001
[2] Wang C, Horby P W, et al. A novel coronavirus outbreak of global health concern[J]. Lancet, 2020(10023): 470-473.
https://doi.org/10.1016/S0140-6736(20)30185-9
[3] 冯正直, 柳雪荣, 陈志毅. 新冠肺炎疫情期间公众心理问题特点分析[J]. 西南大学学报, 2020(4): 109-115, 195.
https://doi.org/10.13718/j.cnki.xdsk.2020.04.013
[4] 王朝晖, 齐晶, 李燕晖, 等. Covid-19疫情流行期儿童家长心理健康状况调查及相关因素分析[J]. 中国妇幼健康研究, 2020(2): 166-172.
https://doi.org/10.3969/j.issn.1673-5293.2020.02.007
[5] 刘晓芸, 李雪松. 在校大学生焦虑与抑郁状况的调查分析[J]. 东南大学学报(哲学社会科学版), 2013(S1): 171-173.
[6] Spielberger C D. Theory and research on anxiety[M]. New York: Academic Press, 1966.
https://doi.org/10.1016/b978-0-12-657402-9.50009-0
[7] 刘慧瀛, 王婉. 大学生负性生活事件与状态焦虑的关系———反刍思维的中介效应和自我肯定的调节效应 [J]. 中国心理卫生杂志, 2017(9): 728-733.
https://doi.org/10.3969/j.issn.1000-6729.2017.09.012
[8] 李昌俊, 郑涌, 刘新丰. 躯体化症状如何产生? ———躯体化的认知理论述评[J]. 中国神经精神疾病杂志, 2009,(8): 507-509.
https://doi.org/10.3969/j.issn.1002-0152.2009.08.020
[9] 杨勇超, 白立炜, 王继康, 等. 生活事件对躯体化障碍患者心理状况的影响[J]. 临床心身疾病杂志, 2013, 253(3): 248-249.
https://doi.org/10.3969/j.issn.1672-187X.2013.03.022-0248-03
[10] 焦蓉, 宋康兴, 毕凤英, 等. 新型冠状病毒肺炎流行早期公众心理调查[J]. 解放军医学院学报, 2020, 953(09): 947-951.
https://doi.org/10.3969/j.issn.2095-5227.2020.09.023
[11] 祝智庭, 郭绍青, 吴砥, 等. “停课不停学”政策解读、关键问题与应对举措[J]. 中国电化教育, 2020(4): 1-7.
[12] Drazen J M, Kanapathipillai R, Campion E W, et al. Ebola and quarantine[J]. New England Journal of Medicine, 2014,(21): 2029-2030.
[13] 张峰峰, 李占彪. 中小学生疫情心理状态与价值观的现状及关系探析———一项针对湖北、江苏两省儿童的调查研究[J]. 上海教育科研, 2021(4): 57-63.
[14] 常州市统计局. 常州市小学学校(机构)信息[EB/OL].
http://tjj.changzhou.gov.cn,2021-9-1/2022-5-15.
[15] 李金芝. 小学高年级学生课堂注意力的培养研究[M]. 北京: 光明日报出版社, 2015.
[16] 孟姝含. 疫情期间小学线上教学调查研究― ― 以哈尔滨市H小学为例[D]. 哈尔滨: 哈尔滨师范大学, 2021.
[17] 张艳芳. 论突发公共事件中的教育焦虑及其对策———以疫情期间农村家长教育焦虑为例[J]. 济宁学院学报, 2021, 42(4): 81-87.
https://doi.org/10.3969/j.issn.1004-1877.2021.04.014
[18] 魏衍. 小学生家长家庭教育指导需求现状研究———以山西省L市为例[D]. 太原: 山西师范大学, 2020.
[19] 白然, 张伟远, 管艳, 等. 后疫情时代家校协同的变革路径探析———基于“停课不停学”期间1440个家庭的问卷调查[J]. 中国电化教育, 2021(3): 8.
https://doi.org/10.3969/j.issn.1006-9860.2021.03.005
[20] 刘丽荣. 小学阶段亲子沟通的现状分析以达拉特旗某小学为例[D]. 呼和浩特: 内蒙古师范大学, 2014.
引用本文蔡宜秀, 黃茂榮, 李严亲, 等. 疫情“停课不停学”期间小学家长身心焦虑与亲子互动研究———以常州市为例[J]. 中国教育学理论与实践, 2024, 3(1): 37-46.
CitationCAI Yixiu, HUANG Maorong, LI Yanxin, et al. A study on “physical and mental anxiety”, and “parent-child interaction” in primary school during the “suspension without suspension” period———taking Changzhou city as an example[J]. Theory and Practice of Chinese Pedagogy, 2024, 3(1): 37-46.