健體學習領域中健教課程學生學習滿意度之研究:以臺北市國民中學為例

邱玉貞(Chiu-yu-chen)

指導教授 ： 胡益進

國立臺灣師範大學/教育學院/健康促進與衛生教育學系在職進修碩士班/碩士(2007年)

摘要

九年一貫課程自93學年度全面正式實施已過數年，其成效是大眾所關注的焦點，本研究將針對健康與體育領域分段能力指標中「健康教育」部份教學現況及學生學習後的「滿意程度」做一調查並做深入探討。研究對象為臺北市國中三年級學生，採抽樣調查，以自編之「九年一貫健康與體育領域課程實施現況及滿意度調查問卷」量表為研究工具進行資料之收集。分析收回之582份有效量表後，所得結果如下：
一、在學校規模方面：就總量表來看，大型及中型學校課程實施符合程度皆高於小型學校。
二、在學校地區方面：在「生長發展」層面中，課程實施符合程度西區高於東區。
三、在使用教科書版本方面：就總量來看，康軒及仁林版本之課程實施現況及學習滿意程度皆高於翰林版本。
四、在健教課程節數編排方面：各層面及總量表統計結果顯示，每週一節健教課較能達到課程能力指標，也有較高的滿意度。
五、在教師性別方面：以女性教師較能符合各課程分段能力指標。
六、在教師專業背景方面：其他專任教師課程實施符合程度與學習滿意程度部份，皆高於健教專任教師與體育專任教師。
七、在健教教師是否為導師方面：健教教師為導師其課程實施符合程度與學習滿意程度部份均達顯著差異。

八、在學習成效部份：就總量表來看，得分90分以上的學生對於課程實施符合程度與學習滿意程度部份高於得分80~90的學生。
九、研究結果顯示總實施現況與總學習滿意程度呈正相關。
關鍵字：健康與體育課程、實施現況、學習滿意程度

關鍵字

健康與體育課程 ； 實施現況 ； 學習滿意度

並列摘要

It has been several years since Grade 1-9 Curriculum was completely implemented in the academic year 93, and the general public continues to show high interest in the effect of the policy. This research examines and discusses the current teaching condition in health education in relation to implementation of Health and Physical Learning Area Competence Indicators and investigates the students’ learning satisfaction. The author administered the self-made “Implementation and Satisfaction of the Grade 1-9 Curriculum in Health and Physical Area” questionnaire to the sampled ninth-grade students in Taipei City and received 582 effective questionnaires. After analyzing the result of the questionnaires, the key findings are presented as follows:

1. School size: the implementation level of the curriculum is higher in large and medium-size schools than small schools.
2. School location: in terms of the “Growth, Development” curriculum objective in the Health and Physical Education Learning Area, the implementation level is higher in the West District schools in Taipei City than in the East District schools.
3. Textbook: the textbooks published by Kang Hsuan and Jenlin have higher market share and higher satisfaction among students than those published by Hanlin.
4. Number of courses arranged for health education: having health education courses once a week achieves goals of the Grade 1-9 Curriculum Competence Indicator better and receives higher satisfaction among students.
5. The teachers’ gender: female teachers achieve better in the Competence Indicators
6. The teacher’s profession background: full-time teachers of other subjects show higher implementation level of the Competence Indicators and receive higher student satisfaction than full-time health education and physical education teachers.
7. Whether health education teacher can be the homeroom teacher: it makes significant differences in both implementation level of the Competence Indicators and students’ learning satisfaction whether a health education or physical education teachers is also the homeroom teacher of the students.
8. Learning effect: the students scored 90 and above show a higher degree of curriculum implementation level and higher learning satisfaction than those scored in the interval 80 to 90.
9. The implementation level of Competence Indicators is positive-correlated with students’ learning satisfaction.

Key Words: Health and Physical education curriculum, current implementation status, learning satisfaction

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