Practices and Experiences of Randomized Controlled Trials in China’s Targeted Poverty Alleviations in Education
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摘要:
20世纪中后期以来，教育研究与经济学、医学、心理学、计算机科学等学科的交叉融合不断加深，随机干预实验作为跨学科研究方法的典型，已逐步成为国际上制定发展政策的关键环节，尤其是在教育和社会政策研究领域。2003年起，反贫困行动实验室（The Abdul Latif Jameel Poverty Action Lab, J-PAL）和贫困行动创新组织（Innovations for Poverty Action, IPA）已在全球44个国家开展了近300项教育领域的随机干预实验评估研究，实证研究结果也被广泛应用于南亚、非洲和拉丁美洲等地区发展中国家政府的教育决策中。J-PAL的创始人也因其对全球减贫发展的贡献荣获2019年诺贝尔经济学奖。虽然国际上已有大量研究验证了随机干预实验在促进教育产出、改善贫困群体收入方面的积极作用，但中国教育精准扶贫领域的随机干预实验研究却鲜为人知。 对2007年至2019年10月间公开发表的有关30多项教育精准扶贫随机干预实验研究的学术论文进行系统分析，可以发现，这些研究主要集中在以下四个领域：教师与教育、信息技术与教育、营养健康与教育和儿童早期发展。这四大领域的研究以中国农村贫困地区人力资本代际陷阱为主线，探索了低成本且可行的解决农村贫困地区教育及相关问题的有效途径，总结了中国农村贫困地区教育领域随机干预实验研究的发展历史、现状和实践经验，为农村教育实践者提供了可操作的办法，为农村教育决策者提供了基于数据的实证支撑，也为国家教育精准扶贫制度设计者提供了经过随机干预实验验证的有效策略。此外，本文还对如何在不开展随机干预实验的情况下使用准实验方法为教育精准扶贫政策的制定提供可靠的实证依据进行了拓展介绍。 Abstract:Since the late 20th century, educational research has continued to intersect with such disciplines as economics, medicine, psychology, and computer science. As typical multidisciplinary research methods, randomized controlled trials (RCTs) have gradually become a key step in making developmental policies worldwide, especially in the fields of education and social policy. Since 2003, the Abdul Latif Jameel Poverty Action Lab (J-PAL) and Innovations for Poverty Action (IPA) have conducted nearly 300 RCTs in education in 44 countries around the world, whose empirical findings have been utilized to facilitate educational policies in developing countries such as South Asia, Africa, and Latin America. Owing to their enormous contribution to global poverty reduction, the founders of J-PAL also won the 2019 Nobel Prize in Economics. Although a large number of international studies have corroborated the positive roles of RCTs in promoting educational output and raising the incomes of poor groups, similar research efforts in the field of targeted poverty alleviation in education in China underestimated. This paper is a comprehensive review of literature that involves more than 30 publicly available RCTs on targeted poverty alleviation in education from 2007 to 2019. It is found that the RCTs in education conducted in poor rural China focus on four areas: teachers and education, information technology and education, nutrition & health and education, as well as early childhood development. The overarching topic discussed in these four areas is the intergenerational trap of human capital in poor rural China, followed by the exploration of more cost-effective and feasible solutions to issues existing regarding rural education. We further summarize the development of applying RCTs in promoting quality rural education in poor areas in terms of its developmental pathway, status quo, and practical experiences, so as to provide operable ways for the implementers of rural education, data-based empirical support for the decision-makers, as well as effective strategies verified by RCTs for national designers of targeted poverty alleviation policy in education. In addition, this paper also introduces the application of quasi-experimental methods to facilitate making targeted poverty alleviation policies in education in situations where RCTs may not be applicable. 1) ①在随机分配完成后，其中的7所学校关闭了，研究人员发现关闭的学校在干预组和对照组分布均等，并不影响随机分配的有效性，因此最终样本包括57所干预学校和56所对照学校。2) ②“有效工作日”指当天上课时间和放学时间间隔超过5小时，且早晚合照里的学生人数不少于8人。3) ③统计功效：在假设检验中是指当备择假设（H1）为真时正确地拒绝零假设（H0）的概率。在给定的显著性水准下，功效分析可以用于计算给定效应值时所需的最小样本数；相反地，功效分析也可以用来计算给定样本数时所能检验到的最小效应值。参见Cohen，J. Statistical Power Analysis for the Behavioral Sciences 2nd. 1988. ISBN 0-8058-0283-5。4) ④Fisher的工作可以参见朱迪亚•珀尔、达纳•麦肯齐《为什么：关于因果关系的新科学》（中信出版集团，2019年）一书。5) ⑤参见Yeh，R. W.，Valsdottir，L. R.，Yeh，M. W.，Shen，C.，Kramer，D. B.，Strom，J. B.，... & Nallamothu，B. K.（2018）. Parachute use to prevent death and major trauma when jumping from aircraft：Randomized controlled trial. BMJ，363，k5094。6) ⑥The 2019 Alemetric Top 100，摘自https://www.altmetric.com/top100/2019/ 。7) ⑦这一部分可以参照实施科学（Implementation Science）的研究成果：Dong（Roman）Xu，James Hughes，Chun Hao，Jing Gu，Jinghua Li，Jing Liao.（2019）. “Research designs and methods in implementation sciencee.” Sun Yat-sen Global Health Institute Implementation Science Training Course I，DOI：10.13140/RG.2.2.25402.34240.https://www.researchgate.net/project/Implementation-research-in-China 。8) ⑧项目组同时要求班主任、学生处长分别列出班上的贫困生以验证家庭资产计算方式的有效性。只有这三种方法同时确认的学生才被列为贫困生。9) ⑨内部有效性强调，研究目的是为了确定因变量的变化只受自变量影响，以排除其他的不受控因素。换句话说，内部有效性表示的是研究设计在多大程度上可以将因变量的变化归因于自变量的变化。参见：Elizabethann O’ Sullivan，Cary R. Rassel. Research Methods for Public Administratiors. Addison Wesley Longman. 1999：56. ISBN 0801318505. 3rd。10) ⑩外部有效性是指研究结果的普遍适应性。具体说来，就是指我们可以在多大程度上将研究结果推广到其他人或环境中。参见：Elizabethann O’ Sullivan，Cary R. Rassel. Research Methods for Public Administratiors. Addison Wesley Longman. 1999：56. ISBN 0801318505. 3rd。11) ⑪ 2019年12月20日摘自https://www.3ieimpact.org/about-us 。12) ⑫ 2019年12月20日摘自https://www.iadb.org/en/office-strategic-planning-and-development-effectiveness/development-effectiveness 。 -
图 7 Heckman曲线：Heckman（2008）的翻译版本
表 1 农村中小学“教师与教育”领域随机干预实验研究结果汇总表
序号 时间 地点 干预方式及样本量 干预效果 文章来源 1 200709-200906 陕西 样本：共10个县10所中学，768名寄宿生
对照组：5所学校，294名寄宿生
干预组：5所学校，39名生活老师，474名寄宿生
干预内容：培训管理寄宿生的生活老师生活老师培训显著减少了寄宿生的不良行为。其中学生迟到或者早退行为减少了48%、课后不良行为（吵架、打架）减少了78% Yue et al.，2014 2 200703-200706 陕西 样本：共8个县10所高中的592名高三贫困生
对照组：326名贫困生
干预组1：66名贫困生
干预内容：高考前三个月得到5000元事先资助承诺
干预组2：67名贫困生
干预内容：高考前三个月得到2500元事先资助承诺
干预组3：66名贫困生
干预内容：高考后一天得到5000元事先资助承诺
干预组4：67名贫困生
干预内容：高考后一天得到2500元事先资助承诺相对于对照组：所有干预组的高考成绩没有不同；所有干预组的录取比例没有不同；干预组1报考师范类院校和国防类院校的比例显著降低 Liu et al.，2011 3 201011-201109 陕西河北 样本：共15个县30所小学，380名九年级贫困生
干预内容：每班4名贫困生配为两对，随机给予每对中的一名学生1500元事先资助承诺，共计190名学生得到干预一年后：贫困生总体高中入学率增加了7.9个百分点，职业高中和普通高中入学率没有显著改变 Yi et.al，2015 4 201011-201305 陕西河北 样本：共15个县132所学校，1892名七年级贫困生
纯对照组：66所学校
干预组：66所学校
干预内容：将干预组学校每班4名贫困生配为两对，随机给予每对中的一名学生事先资助承诺，共计474名贫困生得到干预（称为“配对对照组”），其他474名贫困生未得到干预一年后：贫困生计划就读普通高中的比例增加了15.2个百分点，就读职业高中的比例没有增加，学习成绩没有改善
三年后：贫困生的高中入学率（普通高中和职业学校）没有改善；“配对对照组”贫困生和纯对照组贫困生在上述指标上均没有显著区别Yi et.al，2015；Li et al.，2017 5 201309-201405 陕西甘肃 样本：共16个县216所小学，243名教师，7373名学生
对照组：57名教师，1863名学生
“绝对值”干预组：62名教师，1738名学生
“增加值”干预组：62名教师，1996名学生
“增加值百分位”干预组：62名教师，1776名学生“增加值百分位”绩效激励，能够显著提高学生的学业表现0.15个标准差，尤其是将学困生的学业表现提高0.19个标准差。“增加值百分位”绩效激励方式更能有效促进教师改变教学行为，比如讲授更多中等偏难的内容 Loyalka et al.，2019 6 201409-201505 陕西甘肃 样本：共16个县103所小学113名教师3411名学生
对照组：57名教师，1640名学生
“增加值百分位”干预组：56名教师，1771名学生“增加值百分位”绩效激励，能够显著提高学生的学业表现0.10个标准差，将学困生的学业表现提高0.15个标准差。“增加值百分位”绩效激励方式促使教师在教学内容上同时考虑学困生和优等生的需求。教师对学生的关心和与学生交流意愿增强 Chang et al.，2019 7 201510-201606 陕西甘肃 样本：共16个县200所中学276名教师12095名学生
对照组：131名教师，5785名学生
“增加值百分位”干预组：145名教师，6310名学生对学生的学业表现没有显著改变，也未对教师的教学行为产生影响 结果仍在分析中，文章尚未发表 
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表 2 “计算机辅助学习”随机干预实验汇总表
序号 时间 地点 干预方式与样本量 实验效果 来源 1 2010.12-2011.10 北京打工
子弟学校样本：794名3年级学生中抽取300名学生
对照组：25个班，每班6人，共150名学生
干预组：25个班，每班6人，共150名学生
干预内容：给干预组学生分发装有单机版数学科目的计算机辅助学习软件的笔记本电脑，同时对学生和家长开展培训
干预时长：6个月相对于对照组，干预组学生的电脑技能提高0.33个标准差；数学成绩提高0.17个标准差；使用电脑的时间增加，相应减少了看电视时间；学生自我效能感也有所提升 Mo et al.（2013） 2 2010.9-2011.12 北京打工子弟学校 样本：43所北京打工子弟学校中抽取24所学校，3年级，共2514名学生
对照组：30个班级，1447名学生
干预组：24个班级，1067名学生
干预内容：每周2次40分钟数学单机版CAL课程，时间安排在中午或下午放学后
干预时长：1个学年相对于对照组，CAL干预提升了学生数学成绩0.15个标准差，并显著增加了学生的学习兴趣；且父母受教育程度低的学生受益更明显 Lai et al.（2015a） 3 2011.3-2011.6 陕西农村寄宿制
学校样本：72所农村学校中2726名3年级和5年级寄宿学生
对照组：36所学校1451名学生（602名3年级+849名5年级）
干预组：36所学校1275名学生（553名3年级+722名5年级）
干预内容：每周2节40分钟数学单机版CAL课程，时间安排在校内课外时间
干预时长：1个学期相对于对照组，CAL干预提升了学生数学成绩0.12个标准差；且对贫困家庭学生效果更显著 Lai et al.（2013） 4 2011.3-2011.6 青海少数民族地区学校 样本：57所学校1889名3年级学生
对照组：31所学校，3年级1125名学生
干预组：26所学校，3年级764名学生
干预内容：每周2节40分钟语文（汉语）单机版CAL课程，时间安排在校内课外时间
干预时长：1个学期相对于对照组，CAL干预提升了学生语文成绩0.14—0.20个标准差；提高数学成绩0.22个标准差；且对学生自我效能感有正向影响 Lai et al.（2015b） 5 2011.9-2012.6 陕西农村学校 样本：72所农村学校，5267名3年级和5年级学生
对照组：36所学校，3年级学生1212名，5年级学生1620名
干预组：36所学校，3年级学生1067名学生，5年级学生1368名
干预内容：每周2节40分钟数学单机版CAL课程，时间安排在校内课中（占用信息技术课时间）
干预时长：1个学年相对于对照组，CAL干预提升了3年级学生数学成绩0.17个标准差；5年级学生数学成绩提升0.17个标准差 Mo et al.（2014a） 6 2013.9-2014.6 青海农村学校 样本：127所农村学校，5年级6304名学生
对照组：4000名学生
干预组1：计算机辅助教学（Computer Aided Instruction，简称CAI）干预组，22个学校，1236名学生
干预组2：CAL干预组，22个学校，1068名学生
干预内容：CAI组提供不与课程结合的单机计算机辅助学习，CAL组提供与课程结合的单机计算机辅助学习，干预科目均为英语。CAL安排在校内课中时间
干预时长：1个学年相对于对照组，CAI没有显著提升学生的英语成绩，但是CAL显著提升了学生的英语成绩0.08个标准差 Bai et al.（2016） 7 2015.12-2016.6 陕西农村小学为主，兼顾12个省份样本 样本：44所农村学校，5年级1650名学生
对照组：22所学校，936名学生
干预组：22所学校，714名学生
干预内容：干预组接受在线英语科目计算机辅助学习，每周2次40分钟英语OCAL课程，时间安排在校内课中
干预时长：1个学期相对于对照组，CAL干预显著提升学生英语成绩0.56个标准差；同时学生对英语学习的态度变得积极，教育期望提高 Bai et al.（2018）
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表 3 随机干预实验在农村学生缺铁性贫血问题中的应用研究汇总表
序号 时间 地点 干预方式及样本量 干预效果 参考文献 1 200810-200906 陕西 样本：共66所小学，3661名学生
对照组：30所学校1607名学生
干预组1：24所学校1413名学生
干预内容：每天补充一片含微量元素的多元维生素片（热水送服）
干预组2：12所学校641名学生
干预内容：向家长发放《告家长书》，告知家长学生是否贫血、贫血的影响及如何避免贫血相对于对照组：干预组1（维生素组）血红蛋白水平显著提高2.14 g/L（0.2SD），标准化数学成绩显著提高0.20SD；干预组2（家长信息组）对血红蛋白水平及标准化数学成绩均无显著影响 Luo et al.，2012a 2 200911-201006 陕西 样本：共60所小学，2249名学生
对照组：30所学校1051名学生
干预组1：15所学校674名学生
干预内容：每天补充一片含微量元素的多元维生素片（热水送服）
干预组2：15所学校524名学生
干预内容：对家长进行一次面对面的培训，约2个小时相对于对照组：干预组1（维生素组）学生血红蛋白水平显著提高3.69 g/L（0.33SD），标准化数学成绩显著提高0.1SD；干预组2（家长培训组）学生血红蛋白水平提升2.22 g/L（0.2SD），标准化数学成绩无显著影响 Wong et al.，2014 3 201011-201106 甘肃 样本：共70所小学，2686名学生
对照组：30所学校1096名学生
干预组1：20所学校757名学生
干预内容：每天一片可咀嚼的含微量元素的维生素片
干预组2：20所学校833名学生
干预内容：每天一枚鸡蛋相对于对照组：干预组1（咀嚼维生素组）血红蛋白水平显著提高2.6 g/L（0.2SD），标准化数学成绩显著提高0.12SD；干预组2（鸡蛋组）对血红蛋白水平和标准化数学成绩均无显著影响 Kleiman-Weiner
et al.，20134 200909-201005 青海、宁夏 样本：共72所小学，3553名学生
对照组：27所学校1623名学生
干预组1：15所学校596名学生
干预内容：对校长进行一次贫血相关知识培训
干预组2：15所学校667名学生
干预内容：对校长进行一次贫血相关知识培训，并按照1.5元/学生/天给予学校财政补贴
干预组3：15所学校667名学生
干预内容：对校长进行一次贫血相关知识培训，并按照1.5元/学生/天给予学校财政补贴，同时针对贫血学生的减少率对校长进行现金激励，减少一个贫血学生奖励约150元相对于对照组：干预组1（信息组）和干预组2（补贴组）对血红蛋白水平无显著影响；干预组3（激励组）血红蛋白水平显著提高2.4 g/L，缺铁性贫血率降低了5个百分点 Miller et al.，2012 5 201109-201205 青海、甘肃和陕西省 样本：共170所小学，干预周期为8个月
对照组：32所学校
干预内容：按照0.3元/学生/天进行补贴（小额补贴），无校长激励
干预组1：33所学校
干预内容：按照0.7元/学生/天进行补贴（大额补贴），无校长激励
干预组2：20所学校
干预内容：减少一个贫血学生激励12.5元+0.3元/学生/天补贴
干预组3：20所学校
干预内容：减少一个贫血学生激励12.5元+0.7元/学生/天补贴
干预组4：33所学校
干预内容：减少一个贫血学生激励125元+0.3元/学生/天补贴
干预组5：32所学校
干预内容：减少一个贫血学生激励125元+0.7元/学生/天补贴相对于对照组（无激励+小补贴）：
干预组1（无激励+大补贴）贫血率显著下降14.5个百分点；
干预组2（小激励+小补贴）对贫血率无显著影响；
干预组3（小激励+大补贴）对贫血率无显著影响；
干预组4（大激励+小补贴）贫血率显著下降13.8个百分点；
干预组5（大激励+大补贴）贫血率显著提高19.6个百分点Luo et al.，2019a 6 2011-2012 宁夏 样本：共51所小学，900名学生，干预周期为1年
对照组：450名学生
干预组1：225名学生，学生家长每周收到贫血相关知识的短信
干预组2：225名学生，学生家长每周收到贫血相关知识的短信，并且每月会对家长进行贫血相关知识的测试，给予10元左右的现金奖励相对于对照组：干预组1（信息组）对家长相关知识水平、学生血红蛋白水平、学生健康水平、标准化数学成绩、上课注意力集中程度没有显著影响；干预组2（信息+激励）家长相关知识水平显著提高了0.23SD，学生健康水平显著提高了0.15SD，学生数学成绩显著提高了0.14SD，学生上课注意力集中程度显著提高了0.19分，但学生血红蛋白水平没有显著提高 Mo et al.，2014b
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表 4 随机干预实验在改善农村地区学生视力健康和学业表现中的应用研究汇总表
序号 时间 地点 干预方式及样本量 干预效果 文章来源 1 201209-201306 陕西、甘肃 样本：共252所小学，3177名学生，干预持续时间9个月
对照组：84所学校，1036名学生
干预组1: 84所学校，988名学生
干预内容：为视力不达标学生发放配镜补贴（免费眼镜）
干预组2：84所学校，1153名学生
干预内容：为视力不达标学生发放免费眼镜券，学生家长可带学生到当地县医院兑换一副眼镜（眼镜兑换券）相对于对照组：
干预组1（免费眼镜）：近视学生配戴眼镜的可能性显著提高1.54倍，标准化数学成绩显著提高0.11个标准差；
干预组2（眼镜兑换券）：近视学生的配戴眼镜的可能性显著提高1.44倍，标准化数学成绩无显著影响；
干预组1（免费眼镜）和干预组2（眼镜兑换券）：显著降低近视学生的视力下降程度，比对照组学生视力少下降0.23行；
干预组1（免费眼镜）和干预组2（眼镜兑换券）：显著降低了近视学生的身体焦虑；显著降低了学习成绩较好的近视学生的学习焦虑Ma et al.，2014；Ma et al.，2015；Guan et al.，2018a 2 201309-201403 上海、苏州、无锡 样本：共94所小学，728名学生，干预持续时间6个月
对照组：47所学校370名学生
干预组：47所学校358名学生
干预内容：提供免费眼镜和教师激励相对于对照组：
干预组（免费眼镜+教师激励）：近视学生配戴眼镜的可能性显著提高11.5倍；且从之前仅提供配镜补贴41%的配镜率显著提高到68%Yi et al.，2015 3 201409-201506 陕西 样本：共31所小学，949名学生，干预持续时间9个月
对照组：11所学校516名学生
干预组：20所学校433名学生
干预内容：早筛查转诊到视光中心，提供眼镜兑换券相对于对照组：
干预组（早筛查组）：标准化数学成绩显著提高0.25个标准差，拥有眼镜和配戴眼镜的可能性均显著提高了1.4倍Ma et al.，2018a 4 201409-201506 甘肃 样本：共164所小学，2713名学生，干预持续时间9个月
对照组：82所学校1461名学生
干预组：82所学校1252名学生
干预内容：项目开展期间将学生转诊到视光中心，提供眼镜兑换券相对于对照组：
干预组（眼镜兑换券）：拥有眼镜和配戴眼镜的可能性显著提高了11倍和6倍Ma et al.，2018b 5 201409-201506 广东、云南 样本：共127所小学，867名学生，干预持续时间9个月
对照组：37所学校250名学生
干预组1：32所学校252名学生
干预内容：为视力不达标学生发放眼镜兑换券，学生家长可带学生到当地县医院兑换一副眼镜（补贴100%）
干预组2：31所学校183名学生
干预内容：支付90元领取眼镜组（约补贴85%）
干预组3：27所学校182名学生
干预内容：支付180元领取眼镜组（约补贴50%）相对于对照组：
干预组1（眼镜兑换券）：显著降低了学生长期健康寻求行为的可能性。
干预组2（支付90元领取眼镜）和干预组3（支付180元领取眼镜）：一定程度改善了学生持续寻求视力健康的行为Wang et al.，2017
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表 5 信息干预和配镜补贴随机干预实验分组情况
干预类别 免费眼镜组（84所学校） 眼镜兑换券组（84所学校） 对照组（84所学校） 信息干预（126所学校） 42所学校 42所学校 42所学校 无信息干预（126所学校） 42所学校 42所学校 42所学校
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表 6 “农村儿童早期发展领域”的随机干预实验研究汇总表
序号 时间 地点 干预方式及样本量 干预效果 参考文献 1 201304-201410 陕西 样本：共11个县174个乡镇351个村6—11月龄1802个婴幼儿
对照组：117个村610名婴幼儿
干预组1（营养包组）：117个村600名婴幼儿
干预内容：每天补充一包适合6—36月龄婴幼儿的富含铁等微量元素的营养包
干预组2（营养包+短信组）：117个村592名婴幼儿
干预内容：在干预组1的干预内容基础上增加信息干预，发送一条提醒每天服用营养包的信息
干预持续时间：干预持续18个月，每3个月送一批营养包，每半年开展一次追踪评估
干预组1在干预6个月后，12—17月龄婴幼儿血红蛋白水平显著提高了1.77 g/L，认知得分显著提高2.23分（0.13个标准差），但干预效果没有持续；
干预组2在加入了信息干预后，提高了营养包的依从率，但是相对于营养包干预组，贫血率并没有显著降低Zhou et al.（2016）；Luo et al.，（2017b） 2 201411-201505 陕西 样本：共131个村的592名18—30月龄的婴幼儿
对照组：66个村380名婴幼儿
干预组：65个村212名婴幼儿
干预内容：计生专干开展1对1的入户家访活动，指导照养人和婴幼儿开展有利于婴幼儿发展的亲子游戏活动
干预持续时间和频率：项目持续6个月，每周入户一次，每次40分钟
一周一次入户干预在实施6个月后，婴幼儿认知得分显著提高了0.27个标准差Sylvia et al.，（2018） 3 201509-201609 云南和河北 样本：共43个村的449名6—18月龄的婴幼儿
对照组：22个村227名婴幼儿
干预组：21个村222名婴幼儿
干预内容：社区的健康工作者开展两周一次的入户家访活动，指导照养人和婴幼儿开展有利于促进婴幼儿发展的亲子游戏活动，传递健康知识
干预持续时间和频率：项目持续1年，每两周入户一次，每次40分钟
两周一次入户干预将婴幼儿认知得分显著提高了0.24个标准差Luo，et al.（2019b） 4 201511-201906 陕西 样本：共100个村1664个6—24月龄的婴幼儿
对照组：50个村803名婴幼儿
干预组：50个村861名婴幼儿
干预内容：在每个村建立了一个儿童早期发展活动中心，免费为本村的6—36月龄婴幼儿提供一对一的亲子游戏和亲子阅读等活动，3岁以下的婴幼儿可以到儿童早期发展活动中心玩玩具和看书
干预一年后，儿童的认知水平显著提高，两年后，干预显著地促进了儿童的认知、语言和运动发展5 201806-201904 陕西 样本：共69个村/社区995名6—36月龄婴幼儿
对照组：499名婴幼儿
干预组：496名婴幼儿
干预内容：在人口密集地区（服务中心所在地1公里交通距离范围内常住6—36月龄婴幼儿达到10名及以上）采用了养育中心与走访相结合的模式，在人口分散地区则采用家访与家庭小组活动相结合的方式，为照养人和婴幼儿提供一对一亲子游戏和亲子阅读，以及集体故事会和集体游戏活动
干预10个月后，干预组婴幼儿比对照组婴幼儿在沟通能力、精细运动能力和综合发展水平上有显著提高
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