【摘要】 目的建立小学生健康素养评价指标体系,并确定各指标权重,为评估小学生健康素养提供依据。方法通过文献回顾、定性访谈、德尔菲咨询建立小学生健康素养评价指标体系,采用层次分析法计算各指标权重。结果以每个年级为一个水平建立小学生健康素养评价指标体系,各年级的评价指标体系均由五大内容领域(健康行为与生活方式、疾病预防、心理健康、生长发育与青春期保健、安全应急与避险)构成一级指标,4个素养维度(功能性素养、交互性素养、批判性素养、媒介性素养)构成二级指标。一~六年级一级指标权重系数最大的均为健康行为与生活方式(权重系数在0.259~0.343之间),其余4个指标在各年级的权重排位不同;二级指标权重系数排位前二位是功能性素养(权重系数在0.329~0.555之间)和交互性素养(权重系数在0.237~0.304之间)。各级指标层次单排序和层次总排序结果具有满意的一致性(CI,CR值均<0.1)。结论利用层次分析法计算指标权重可一定程度上减少主观性;建立小学生健康素养评价指标体系时,应考虑各指标的权重。更多还原

【Abstract】 Objective To establish health literacy indication system in primary school and calculate the weights of indicators,and to provide effective reference for the evaluation of elementary students ’ health literacy.Methods Literature review,qualitative research and Delphi method were used to establish health literacy indication system in primary school.Analytic Hierarchy Process was uesd to calculate the weight of each indicator.Results One health literacy indication system was established for each grade.Five contents(health behavior and lifestyle,disease prevention,mental health,growing and adolescent health,safety emergency and adaption)formed first level indicator of each health literacy indication system.Four literacy dimensions(Functional literacy,interactive literacy,critical literacy,media literacy)formed second level indicator.In the first level of every indicator system,the weight of healthy behavior and lifestyle ranks the first,with weight between 0.259 and 0.343.But the other four indicators’ ranks were different in different grades.In the second level,the weights of functional literacy(0.329-0.555)and interactive literacy(0.237-0.304)ranked top two.The consistency ratios(CR)were found to be smaller than 0.10.Conclusion Using Analytic Hierarchy Process to calculate the weight of indicator can help reduce subjectivity to some extent.The weight of each indicator should be considered when establishing health literacy indication system in primary school.更多还原