衛生保健通識教育課程之評估

「衛生保健」為臺大醫學院近年來為非醫學系學生開設的主要通識教育課程之一，目的在敎導學生對一般常見的疾病具有了解、觀察及初步處理能力，課程的内容涵蓋慢性病、癌症、意外事故、婚前健檢、大學生性敎育、心身症、藥物濫用、常見疾病處理等題目。本研究以85學年度(1996)之問卷調查結果，就學生對課程之認知、學習觀感、學習成果及可能影響學習成效之因素進行研究。結果顯示學生對部分健康相關議題，多數自認已從報章媒體的閱讀，有相當程度的瞭解。對於各堂課的困難度、上課時間長短、講授內容多少、學習成效，學生都有不同的意見。根據統計顯示，課前瞭解程度、課程困難度、學生認為適當的上課時間長度等因素和學習成效之間，並無絕對關係；會正面影響學習效果的因素有：教師上課生動活潑、利用師生互動方式敎學、課程內容充實並充分舉用實例;會負面影響學習效果的因素有：課程內容太少，缺乏實例，使用過多專有名詞等。本研究結論認為，通識敎學固然有其共通的原則，對不同的上課主題仍應做個別考量；對學生課前即有相當認知程度的課題，可嘗試討論式、互動式的敎學法；和傳統單向講授式敎學相比較，互動的敎學法不以知識傳授為敎學主要目標，較能促進學習成效；講授資料的數量、相關性及實用性，會影響敎學效果；學生普遍認同小班上課、小組討論方式的上課效果。針對各種課題，個別考量敎學改進的方向，如敎學模式的創新、上課技巧的改變、講授內容的設計與班級規模的調整，是改進通識敎育課程値得嘗試的方向。

關鍵字

衛生保健；通識教育；學習評估

並列摘要

Health Promotion is one of the major general education courses at National Taiwan University College of Medicine (NTUCOM). Course objectives are to teach students to understand, evaluate and manage common health problems. The contents of the health promotion course are related to chronic diseases, cancers, accidents, premarital health examinations, college student sex education, psychosomatic disorders, drug abuse and introduction to other common diseases. This study is based on student questionnaire results obtained in 1996 regarding course impression, opinion, study achievement and possible outcome affecting factors. Most students considered themselves to have a general understanding of these topics from newspapers and the mass media. Students have different opinions regarding self— rated difficulty level, course length, teaching content, and study achievement. Statistics have shown that the differences regarding the understanding of the topics before each class, perception of course difficulty level, and expected teaching hours have no significant influence on study achievement. Positive influencing factors included creative teaching by using interactive teaching skills, adequate teaching material and the use of real life examples. Negative influenc factors included insufficient teaching content, lack of practical examples, inadequate use of special terms, etc. We conclude that: 1) The teaching of general education courses should be taught differently depending on different topics. For those topics where students have a good understanding, interactive teaching format is a good choice. 2) Didactic teaching format is not effective in teaching general education courses. 3) The amount of teaching material should be individually considered for different topics. 4) Students prefer a small class, interactive teaching format. Efforts for course improvement may be focused on modification of teaching format, skills, course contents and class size.

並列關鍵字

health promotion ； general education ； study evaluation

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衛生保健通識教育課程之評估

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