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本文检查了256眼10～19岁屈光状态为正视及近视的学生上午第一节课前。4或5节课后的调节近点。调节力,反应时间,反应速度,收缩/松弛时间值,表明:1.上午4至5节课堂学习对近视眼调节功能无明显影响。2.与正视相比,近视眼调节近点近移,调节力下降,与近视度数负相关,反应时间延长,CT/RT下降,调节反应速度变慢,因此青少年近视眼调节功能状态为调节力下降,活动滞呆,存在“相对紧张”状态。3.尽管未得出上课,调节及近视三者间因果关系,但从近视者调节功能状态及双重神经的调节理论可探讨近视的防治从提高调节量及活动性,平衡双向调节方面着手。
This article examines 256 eyes 10 to 19 years of refractive status for the front and myopia students morning before the first lesson. 4 or 5 after the adjustment of the class near point. Adjusting force, reaction time, reaction rate, systolic / relaxation time values, indicating: 1. 4 to 5 morning class learning has no significant effect on the regulation of myopia. 2. Compared with the frontal, myopia near-point adjustment, regulatory power decreased, negative correlation with the degree of myopia, reaction time, CT / RT decreased, the regulation reaction slows down, so young people adjust the functional status of myopia adjustment Decline, detention activities, there is “relatively tense” state. 3. Although there is no causal relationship between the three classes, adjustment and myopia, but from the adjustment of functional status of myopia and dual neural regulation theory can explore the prevention and treatment of myopia from improving the adjustment and activity, balanced two-way adjustment.