我國自2000年起推行九年一貫新課程，該課程將學生學習劃分爲七大學習領域，使原本分科學習的「學習科目」變成合科、統整的「學習領域」；而體育則和健康合併爲同一領域，稱爲「健康與體育」，然許多配套措施與相關策略方面並未如期實施，造成實施上之問題。本研究旨在探討國小教師對健體領域意涵認知與專業能力相關之情形，並比較不同背景變項在意涵認知及專業能力差異之情形。本研究採用問卷調查法，使用研究者自編之「健體領域意涵認知與專業能力問卷」進行調查，研究對象以臺北縣擔任健體教學教師爲研究對象，共計抽取68所學校，共900 人，回收有效問卷爲 份問卷，回收問卷有效率爲96.4%。研究結果發現：一、現今教師對健體領域認知偏向瞭解；二、對於健體領域專業能力上得分最高爲「情意教學」，最低爲「運動知識與技能」；三、在背景變項上，不同「性別」、「服務年資」在認知意涵與專業能力上，皆達顯著差異，在、「學歷」上則未達顯著差異；四、意涵認知與專業能力各構面皆達顯著正相關，其中以「教材教法」與「教學評量」的相關係數達.57爲最高。 建議未來相關教育單位應透過相關研習與教學創新及專業教學內容，結合教師專業成長，使讓健體領域教師對課程內容理解與專業素養增長，提升健體教師之有效教學行爲，促進學生學習成效。

Taiwan had launched "New-Curriculum" since 2000, the original courses were divided into seven learning areas. Hence, physical education and hygiene education were integrated into the same area, known as the "Physical and Hygiene Education", but a number of strategies and implementation schedules had not prepared yet, and resulted in some problems. This study was to explore the cognition about "Physical and Hygiene Education" toward teachers professional knowledge and abilities. This study used a questionnaire survey method, took 68 schools and 900 teachers in Taipei County for samples, recycling 839 validity questionnaires, recycling rate was 96.4%. The conclusion revealed: 1. Cognition of teachers tended to "understanding" level. 2. The highest score of professional ability was "Affective teaching", and the lowest was "physical knowledge and skills"; 3. The background variables: "gender", "work years" showed significant differences about cognition and professional abilities. But there was no significant difference in the "education" background. 4. The correlation of cognition and professional abilities was positive. The correlation coefficient of "teaching methods" and "Teaching assessment" was both .57 and was the highest. According to the above results, we suggested education agency should hold learning and teaching workshops to promote professional knowledge, innovation, and teaching content to enhance effective teaching and learning outcomes.