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The Sävsjö-school-project: a cluster-randomized trial aimed at improving the literacy of beginners—achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum
Child and Adolescent Psychiatry and Mental Health ( IF 5.6 ) Pub Date : 2019-06-24 , DOI: 10.1186/s13034-019-0285-0
Göran Ahlqvist 1 , Jan-Olov Larsson 2 , Tatjana von Rosen 3 , Mara Westling Allodi 1 , Per-Anders Rydelius 2
Affiliation  

A curriculum was planned using modern concepts based on the “old” principles to test if such an educational intervention provided pupils with good mental health and a solid basis for good reading and writing skills, as well as generated a positive attitude to learn. These “old” principles were based on previous knowledge derived from school psychiatry (which in Sweden was a branch of child and adolescent psychiatry 1915–1970), educational psychology and the educational approach from the differentiating Swedish School system of 1946–1970 (itself based on the principles of curative education “Heilpädagogie”, which was later renamed mental health care). All six available schools in the small Swedish city of Sävsjö participated in the study. In these six schools there were eight preschool classes that included every 6-year old child living in the city. In total there were 184 families with 186 children (including 2 pairs of twins) who belonged to these preschool classes and were invited to take part in the study. One family moved just before school-start and 8 decided not to participate, thus 177 children (84 boys and 93 girls, aged 5.6–6.6 years) entered the study. The preschool classes were randomized into an experimental group with four preschool classes and a comparison group with four preschool classes. The experimental group followed a teaching program from the start of the preschool year until the end of grade 3 that was tailored to each student’s individual capacity based on the concepts of school maturation and curative education used in the Swedish schools during the period 1946–1970. The comparison group followed today’s average Swedish school curriculum. The project was planned as an intervention study covering the preschool year and the first 3 years of elementary school, which was to form a basis for a follow-up when the pupils had left senior high, the 12th year in Swedish public school. The outcome and the achievements were measured at end of grade 3 using standardized tests on reading, writing and mathematical skills. Behavior was assessed at school start and at end of grade 3 using the Child Behavior Check List (CBCL-scales) in addition to a questionnaire on Attention Deficit Hyperactivity Disorder (AD/HD) with criteria from DSM-IV. The children made a self-evaluation of their attitude towards learning. At the end of school year 3, the children in the experimental group had an improved reading capacity (p = 0.002, effect size(es) = 4.35) and reading comprehension (p = 0.03, es = 0.04). They evaluated their own reading (p = 0.02, es = 0.23), writing (p = 0.007, es = 0.35) and mathematical skills (p = 0.003, es = 0.48) as going “very well” when compared to comparison group. Differences regarding intelligence quotas between the groups at the start of school had disappeared by the end of grade 3. No differences referring to CBCL were found at end of grade 3. One child in the comparison group fulfilled criteria for AD/HD, according to parents and teachers. The alternative curriculum covering the preschool year through the first 3 years of elementary school based on the old principles from curative education (“Heilpädagogie”), educational psychology and school psychiatry gave the children in the experimental group a better reading capacity and reading comprehension. Trial registration The study started in 1998. The data were collected longitudinally and prospectively but have not been analyzed until now, with the children having left senior high. A retrospective registration in the ISRCTN is pending.

中文翻译:

Sävsjö-school-project:一项集群随机试验,旨在提高初学者的读写能力——使用替代学校课程在三年级末的成绩、心理健康、学校满意度和阅读能力

课程计划使用基于“旧”原则的现代概念来测试这种教育干预是否为学生提供了良好的心理健康和良好的阅读和写作技能的坚实基础,以及产生了积极的学习态度。这些“旧”原则是基于从学校精神病学(在瑞典是 1915-1970 年儿童和青少年精神病学的一个分支)、教育心理学和从 1946-1970 年瑞典学校系统(本身基于关于治疗性教育“Heilpädagogie”的原则,后来更名为精神保健)。瑞典小城市 Sävsjö 的所有六所现有学校都参与了这项研究。在这六所学校中有八个学前班,其中包括居住在该市的每个 6 岁儿童。共有 184 个家庭和 186 名儿童(包括 2 对双胞胎)属于这些学前班并被邀请参加研究。一个家庭在开学前搬家,8 个决定不参加,因此 177 名儿童(84 名男孩和 93 名女孩,年龄在 5.6-6.6 岁)参加了研究。学前班随机分为四个学前班的实验组和四个学前班的对照组。实验组根据 1946 年至 1970 年期间瑞典学校使用的学校成熟和治疗性教育的概念,遵循从学龄前开始到三年级结束的教学计划,该计划针对每个学生的个人能力量身定制。对照组遵循当今瑞典学校的平均课程。该项目计划作为一项干预研究,涵盖学龄前和小学前 3 年,为学生离开高中(瑞典公立学校的第 12 年)后的后续行动奠定基础。在 3 年级结束时使用关于阅读、写作和数学技能的标准化测试来衡量结果和成就。除了使用 DSM-IV 标准的注意缺陷多动障碍 (AD/HD) 问卷外,还使用儿童行为检查表(CBCL 量表)在学校开始和 3 年级结束时评估行为。孩子们对自己的学习态度进行了自我评价。在第 3 学年结束时,实验组儿童的阅读能力(p = 0.002,效果大小(es)= 4.35)和阅读理解(p = 0.03,es = 0.04)有所提高。与对照组相比,他们评估自己的阅读(p = 0.02,es = 0.23)、写作(p = 0.007,es = 0.35)和数学技能(p = 0.003,es = 0.48)“非常好”。到三年级结束时,各组在开学时的智力指标差异已经消失。在三年级结束时,没有发现关于 CBCL 的差异。根据家长的说法,对照组中有一个孩子符合 AD/HD 的标准和老师。根据治疗教育(“Heilpädagogie”)、教育心理学和学校精神病学的旧原则,覆盖学前班至小学前 3 年的替代课程,使实验组的儿童具有更好的阅读能力和阅读理解能力。试验注册 该研究始于 1998 年。这些数据是纵向和前瞻性收集的,但直到现在才进行分析,孩子们已经离开高中。ISRCTN 的追溯注册正在等待中。
更新日期:2020-04-22
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