Objective: To explore the effectiveness eye caring theme based intervention model in the improvement of students’ vision, and to provide a systematic method for pupils’ visual intervention. Methods: A total of 965 students in the same grade of the three schools were divided into intervention group(482) and control group(483) at a 1∶1 ratio match. The intervention group received a one year intervention through the design of the series of eye caring theme activities, and the control group did not receive any intervention. Results: The mean values of visual related knowledge literacy improvement in the intervention group and the control group were 7.08 and 2.18, respectively, with a significant difference( t =92.18, P <0.05); The mean values of improvement of vision related belief literacy in the intervention group and the control group were 7.88 and 4.57, respectively, and the difference was statistically significant( t =45.57, P <0.05); The mean values of visual related behavior literacy improvement in the intervention group and the control group were 17.41 and 2.21. The differences were statistically significant( t =117.37, P <0.05); The mean values of total vision improvement in the intervention group and the control group were 10.80 and 2.99, respectively, and the differences were statistically significant( t =87.74, P <0.05); The mean values of the parents’ improvement in children’s vision health care in the intervention group and the control group were 13.33 and 0.80, respectively, and the difference was statistically significant( t =128.76, P <0.05); The mean values of visual acuity reduction in the intervention group and the control group were 0.07 and 0.71, respectively, and the differences were statistically significant( t =128.00, P <0.05). Conclusion Theme based intervention can improve students’ visual literacy, especially visual behavior literacy, and can effectively slow down the deterioration of students’ vision.

Objective : To construct a visual literacy evaluation system for pupils by Delphi expert consultation method（Delphi method）. Methods : The visual literacy evaluation indices for pupils were preliminarily constructed through literature review. Twenty experts in relevant fields were invited and the visual literacy evaluation system for pupils was established by two rounds of expert consultation based on Delphi method. Results : The average age of 20 experts was（48.35±5.79）years old,of which 19 experts had senior titles,and 17 experts had master's degree or above. The enthusiasm of the experts in two rounds of consulting was both 100.00%. The average authoritative coefficient（W）of the experts was 0.88. For the first consulting round,the W of importance scores from experts was 0.91（P<0.01）;the W of operability scores from experts was 0.89（P<0.01）,which indicated satisfactory consistency. For the second consulting round,the W of importance scores from experts was 0.79（P<0.01）;the W of operability scores from experts was 0.77（P<0.01）,which also indicated satisfactory consistency. The finalized visual literacy evaluation system for pupils after two rounds of expert consultation included three primary indices（eye care knowledge literacy,eye care attitude literacy and eye care behavior literacy）,six secondary indices（basic knowledge,eye care behavior,eye care attitude,eye care willingness,bad eye care behavior and eye protection）and 40 tertiary indices（≥5.0 of eyesight among normal people,always wearing glasses due to poor eyesight and so on）. Conclusion The experts who participated in the construction of visual literacy evaluation system for pupils had strong professional representativeness,high enthusiasm,high authority and good coordination,and the evaluation system can be used for evaluating pupils visual literacy.