國小高年級資訊融入健康體位教學介入之研究-以台中市某國小為例

Abstract

本研究目的為了解資訊融入教學方案對國小高年級生健康體位認知、態度、自我效能及行為的影響，採用準實驗雙組前、後與後後測設計法，選擇國小高年級學童151人為研究對象，將兩所小學分成接受資訊融入教學課程之實驗組84人和接受一般健康與體育課程之對照組67人。研究工具與方法：(1)評量問卷包括社會人口學基本資料、健康體位認知、態度、行為與自我效能及外在影響因素（學生零用錢、學生電視觀賞量等項）共回收有效問卷151份。(2)採用自編資訊融入健康體位為主之「健康E話能源站」教學模組，包括健康數字密碼、解「蜜」高手偵查員、「全家」健康不打烊、廣告放大鏡、運動So Funny等教案進行共計360分鐘教學活動，介入前後收集實驗組、對照組學童前、後與後後測資料。研究結果發現介入前實驗組與對照組在認知、態度、行為及自我效能無顯著差異，經過設計多元化資訊融入課程介入教學後，實驗組在認知、態度、行為及自我效能在統計上可達延宕之成效。本研究結論與建議：教學方案是採用學生為學習中心之資訊融入教學為策略，教學過程學生經由網際網路的主動探索、實際操作體驗、多媒體簡報、小組討論及生活情境模擬學習單練習之上課模式，能提高學生的學習興趣及教學成效，整體研究結果可看出資訊融入之健康體位介入教學模式，對實驗組學童都有不同層面之成效。

The purpose of this reserch was to understand the information into the teaching program for sixth grade students healthy weight awareness, attitudes, and behavior affect self-efficacy, the use of quasi-experimental two-group before and after the test design was selected sixth grade students 151 human subjects will be divided into two primary schools accept information into the curriculum of the 84 subjects as the experimental group and accept the general health and physical education curriculum in control Group with 67 subjects. Research tools and methods: (1) assessment questionnaire included sociodemographic basic information, healthy weight awareness, attitudes, behavior and self-efficacy and external factors (student allowance, the amount of TV viewing) 151 valid questionnaires were collected copies. (2) the use of self-oriented information into the healthy weight of the "Healthy E, then the energy station" teaching modules, including health numeric password, Xie "honey" expert investigators, "family" health is not closing, advertising magnifying glass, sports So Funny lesson plans and other teaching activities were a total of 360 minutes, before and after the intervention to collect the experimental group, the control group students, post-test data and after. The results showed that the intervention group and the control group before the experiment knowledge, attitude, behavior and self-efficacy was no significant difference, through diversification of information into the design of the course teaching intervention, the experimental group up in knowledge, attitude, behavior and self-efficacy in statistically delays in the results. The conclusions and recommendations: teaching program is the use of learning centers for IT students into teaching as a strategy, the process of teaching students to explore the Internet initiative, actual operating experience, multimedia presentations, group discussions and life situations in class simulation study of a single practice mode, can improve students' interest in learning and teaching effectiveness, the overall results can be seen integrated into the health information postural intervention teaching model, the experimental group students have different levels of effectiveness.