教保服務人員健康教學介入研究—以「健康促進學校」之「生活技能」策略融入

本研究旨在瞭解教保服務人員健康教學之現況，分析其健康教學需求；以視力保健為例，建構發展教保服務人員以「健康促進學校」之「生活技能」策略融入健康教學之課程方案，並探討其介入之成效。首先，問卷調查教保服務人員健康學現況，隨機抽樣任職於台北市與新北市公私立幼兒園之教保服務人員為研究對象，有效問卷為503份，可用率為90.14%，以描述性統計分析。其次，執行介入研究採兩組前測、後測、追蹤測實驗設計，介入組35位教保服務人員，對照組42位教保服務人員。介入組接受四次課程，每次三小時，共12小時研習課程，以結構式問卷收集研究對象在「健康教學策略認知」、「健康教學策略態度」、「信心程度評量」上之變化情形，使用廣義估計方程式進行分析。本研究發現教保服務人員利用「特定活動」與「隨機教學」執行健康教學最多，執行最多主題「個人衛生」，教學方法運用較多「示範實作」、「遊戲法」、「角色扮演」，教學評量實施較多「平時的觀察」與「上課參與表現」，教材資源使用最多「故事繪本」；健康教學遭遇最多的困難「缺乏健康課程的專業諮詢、教學輔導之管道與資源」，輔導最需要「教學媒材資源提供」、「專家輔導諮詢」以及「互動式網路諮詢平台」。介入課程後之實驗組在「健康教學策略認知」、「健康教學策略態度」、「信心程度評量」等均顯示後測成績比前測高，且實驗組在健康教學之認知、態度與信心程度等後測分數顯著優於對照組，並且介入活動對於健康教學策略態度有良好的延宕成效。教育主管機關應該可以多舉辦健康教育研習，以幼兒健康議題主軸，加強「教學媒材資源提供」、「專家輔導諮詢」以及「互動式網路諮詢平台」。開設生活技能為健康教學策略之培訓課程，讓更多幼兒教保服務人員能參與推動健康促進幼兒園計畫，真正落實應用於幼兒園。未來研究建議，實際進行幼兒園介入健康促進模式之行動研究。

關鍵字

幼兒園教保服務人員；健康促進學校；生活技能；健康教學

並列摘要

This research studied the intervention of preschool educators and provided an analysis on the state of health instruction. Vision health is the focus theme of this study. A course plan was built with an integrative approach, combining the life skills strategy of health promotion schools into the health instruction curriculum. The course plan is then tested for its intervention efficacy. The questionnaire survey concerns the health teaching state of instruction in preschool. Random sampling methods were adopted to study preschool educators' in public and private preschools of Taipei City and New Taipei City. There were 503 questionnaire returns with a 90.14% usability rate. The results were processed with descriptive statistics analysis. The intervention was executed by adopting a two-group setup with pre-, post-, and post-post-test schemes, targeting 35 preschool educators in the intervention group, and 42 preschool educators in the contrast group. The intervention group received four tutorial sessions of three hours each, a total of 12 hours of instruction. The structured questionnaire survey tracked changes in the target individuals' "perception of health instruction strategy," "attitude towards health instruction strategy," and "confidence level scale," then analyzed with the generalized estimating equation. This research found that preschool educators used primarily "specific activities" and "random instruction" to execute health instruction. The most frequently executed theme is "personal hygiene," and the methods were mostly "hands-on demonstration," "play and learn," "role-play." Teaching evaluations most commonly used were "daily observations" and "performance of in-class participation." The predominant teaching material used was "picture storybooks." The most challenging aspect is "inadequate channels and resources in professional consultation and teaching counseling for health instruction." The most appreciated resources on consultation include "provision of teaching kits and media," "consultation with professionals," and "interactive on-line consultation platforms." Following the intervention, the experiment group shows significantly higher post-test scores than pre-test scores in the perception, attitude, and confidence level towards the life skills strategy and the health promotion school categories. The experiment group also performed better than the contrast group in each of these categories. The results of the research indicate that intervention in health instruction strategy has positive delay efficacy. The education authority should hold more health education seminars, and focus on the issue of children's health, and strengthen the "providing of teaching media resources", "expert counseling and consultation" and "interactive online consultation platform". Set up a training course on life skills as a healthy teaching strategy, so that more preschool educators can participate in the promotion of the health promotion kindergarten program, and truly implement it in kindergartens. Action research suggests of kindergarten intervention in health promotion models should be actually carried out in future.