澳大利亚研究揭示课堂屏幕使用现状：教学目的适度但娱乐使用差异明显

澳大利亚研究人员对学校屏幕使用进行了深入调查。1这项研究于2025年8月至11月期间开展，覆盖新南威尔士州20所公立学校的68个班级，从幼儿园到12年级不等。1研究共涉及1057名学生、914名教师和1686名家长/照顾者。1

研究发现，教育性屏幕使用总体保持在适度水平且具有明确目的。1在课堂观察中，学生平均90%的时间专注于学习任务，其中幼儿园至3年级的专注率高达96%，9年级至10年级为82%，11年级至12年级反弹至96%。1学生在课堂中仅使用屏幕约50%的时间，屏幕主要用于研究、接收指导、撰写报告、练习学习、组织信息、交流和数字创作等教学活动。1

不过，高中生的非教育性屏幕使用存在明显差异。1小学生的娱乐和社交媒体使用时间低于家长建议水平，但这一情况在7年级至8年级时发生变化，该年级学生平均每天使用72分钟。1到11年级至12年级，非教育性屏幕使用时间增加到平均每天85分钟。1家长对屏幕使用的认知也存在差异：55%的小学家长和71%的高中家长认为数字设备对学习重要，但仅37%的家长认为不需要限制屏幕时间，84%的家长则赞同应当限制娱乐性屏幕的使用。1

A comprehensive study of screen use in Australian schools has revealed nuanced patterns of digital device adoption in the classroom, with concerning trends emerging among older students. Researchers surveyed 1,057 students, 914 teachers, and 1,686 parents or caregivers from New South Wales, along with classroom observations across 68 classes from kindergarten through Year 12 in 20 public schools, conducted between August and November 2025 1.

The research found that educational screen use remains purposeful and generally moderate, with students spending approximately 50 percent of class time on digital devices 1. Across all year levels, students demonstrated strong focus on learning tasks, maintaining an average concentration rate of 90 percent 1. However, this engagement varied by age group: younger students in kindergarten through Year 3 showed the highest focus at 96 percent, while Year 9–10 students dipped to 82 percent, and Year 11–12 students returned to 96 percent 1. Screens were primarily used for educationally-focused activities including research, receiving instruction, writing reports, practicing skills, organizing information, communication, and digital creation 1.

Non-educational screen use presented a different picture, particularly among secondary students. While primary school students remained below parental recommendations, Year 7–8 students averaged 72 minutes of entertainment and social media use daily, escalating to 85 minutes per day for Year 11–12 students 1. Parental attitudes toward digital devices reflected this complexity: 55 percent of primary school parents and 71 percent of high school parents considered digital devices important for learning 1. Yet 84 percent of parents believed entertainment-related screen time should be restricted, even as 37 percent did not believe overall limits were necessary 1.