健康促進學校國際認證金、銀、銅質獎學校推動歷程之研究

Abstract

本論文研究目的旨在了解「健康促進學校國際認證金、銀、銅質獎」學校推動健康促進學校計畫之情形。本研究採質性研究，針對105年度辦理健康促進學校國際認證獲得金質獎、銀質獎、銅質獎之績優學校作為研究對象，以立意取樣的方式訪談了八所國小，其中有四所金質獎，二所銀質獎及二所銅質獎學校，本研究探討得獎學校參與「健康促進學校國際認證」的推動過程，以及其推展歷程的相同處與差異處。 本研究採內容分析法，經歸納與整理後，研究結果發現八所獲獎學校在推展健康促進學校計畫上，均依據WHO健康促進學校的六大範疇，將「健康」列為學校願景，並由校長、處室主任、教師、學生、家長等各單位代表組成推動小組，致力推展。各校根據需求評估選擇健康議題，研擬健康促進學校計畫，實施健康促進學校成效自主管理，以多元化策略推展健促學校計畫，針對遭遇問題提出解決方案，並按照實證導向的精神推動及落實。此外，學校均整合社區資源，強化學校行政及教師團隊之運作，將健康議題推動融入課程教學，發展生活技能取向的教學模組，增強教師健康專業知能，有效輔導學生健康自主行為習慣養成。 最後，依據本研究結果提供建議，以作為未來推動健康促進學校計畫之參考依據。

關鍵字: 健康促進學校、健康促進學校國際認證The goal of this essay is to understand the situations of schools which drove a health promoting school program. This research adopts a qualitative interview method. The research targets are excellent schools which implemented the Health Promoting Schools International Accreditation and received a gold, silver, or bronze award in the academic year of 105.Eight elementary schools were visited by the purposive sampling mode. Among them, four schools received a gold award, two gained a silver one and two got a bronze award. This research is to discuss the implementation processes, similarities and dissimilarities of schools which attended the Health Promoting Schools International Accreditation and received an award. This research adopts a content analysis method. After induction and collation, the research finds out the eight award-receiving schools all made “health” as a school vision in carrying out their health promoting school program, according to the six domains of a health promoting school defined by WHO. There was a facilitating team organized by representatives from principal, directors of unit, teachers, students and parents, to strive for the program. Each school evaluated and chose health topics based on its needs, drafted a health promoting school program, implemented HPS performance self-management, popularized its HPS program with diversified strategies, brought up solutions aimed at problems, and promoted to put into effect by the evidence-based spirit. Moreover, these schools all integrated the community resources, strengthened the functions of school administration and teachers’ teams, blended health topics promoting into curriculum teaching, developed living skills-oriented teaching modules, increased teachers’ health professional knowledge and ability, to guide students to form a health autonomy habit effectively. In the end, suggestions are provided based on the research results, to be references for driving a health promoting school program in the future.

Key words: health promoting schools, Health Promoting Schools International Accreditation