小学教师的一天语音预防计划的有效性和实施:基于声学和主观评估的纵向研究
Maëva Garnier1, Claire David2, Caroline Pétillon2
1CNRS, Grenoble INP, GIPSA-lab, Université Grenoble Alpes, 38000 Grenoble, France.
一天的语音干预有效地防止了教师在一学年的声音恶化. 这项计划促进了健康的声乐习惯,提高了声乐的耐力,
科学领域:
- 职业健康问题
- 语音病理学
- 预防医学
背景情况:
- 由于职业要求, 教师面临高声障碍的风险.
- 现有的语音干预措施往往缺乏长期有效性,
- 需要为教育工作者提供基于证据的预防性语音策略.
研究的目的:
- 对小学教师进行一天的预防性语音干预.
- 评估干预对声音恶化,声音耐力和健康的声音习惯的影响.
- 确定有效的声音预防计划的关键策略.
主要方法:
- 在5个月的时间里对22位没有声乐问题的老师进行了长期研究.
- 干预组接受了一天的预防性语音计划;对照组没有.
- 收集了客观的声学分析 (f0,Jitter,Shimmer,HNR) 和主观的自我报告.
主要成果:
- 与对照组不同的是,干预组保持了典型的声音耐力.
- 干预组的教师报告说,语音不适和沟通问题有所减少.
- 观察到长期保持水分和正确的声音投影等建议的声音行为.
结论:
- 这项为期一天的语音预防计划有效地限制了语音恶化,
- 特定的策略如水分和正念的语音使用对于声音健康至关重要.
- 这些发现为未来的预防性语音课程提供了洞察力.
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