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題名:應用跨理論模式對青春期營養識能教育成效研究:以專科學校幼保科學生為例
作者:楊清貴 引用關係
作者(外文):YANG, CHING-GUEI
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:黃雅文
學位類別:博士
出版日期:2020
主題關鍵詞:營養識能教育跨理論模式專科學校幼保科Nutrition litercacy curriculumTranstheoretical modelJunior College Students
原始連結:連回原系統網址new window
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本研究主要目的為根據跨理論模式的特性設計青春期營養識能課程,並探討及其教育介入成效。本研究以實證論的觀點,採取準實驗研究,研究者使用跨理論模式營養識能教案進行介入研究,研究對象為某專科學校幼兒保育科一至三年級全部學生共216位學生,實驗組109人,對照組107人,介入材料為「自編青春期營養識能教案」,研究工具為「自編青春期營養識能教案」,經信效度考驗修正後實施。實驗組對照組都先以自編青春期營養識能量表實施前測後,實驗組實施跨理論模式營養識能課程教育介入,對照組實施傳統營養教育講述課程,教育介入8週後實驗組對照組同時進行後測。使用SPSS for Window 23版統計軟體進行描述性統計與共變數分析(Analysis of Covariance, ANCOVA)。
研究結果如下:
一、以跨理論模式的意識覺醒、情感喚起、環境再評價、自我再評價、自我解放、社會解放、情境替代、援助關係、增強管理、刺激控制等十種策略,並新創加入共享決策概念設計青春期營養識能課程。
二、跨理論模式營養識能課程前導研究經八次營養識能課程,學生的健康飲食行為從無意圖期發展到行動期,營養識能課程修正增加學習表單互動、加強學生生活經驗的連結、平衡改變方法的比例。
三、跨理論模式營養識能課程準實驗研究階段經實驗組與對照組前測為共變項之共變數分析後,實驗組後測之營養知識、共享決策、衡量決定、行為改變階段、自我效能等項目分數皆顯著高於對照組後測之分數,解決青春期營養相關研究提出的問題。
建議實施跨理論模式營養識能課程至不同學制之高中職學生,並繼續探討其介入成效。
The main purpose of this study was to design the adolescent nutrition litercacy curriculum with transtheoretical model, and to explore the effectiveness of the education intervention with the designed curriculum. This study adopted the viewpoint of quasi-experimental research design of positivism methodology, the researcher used the revised nutrition litercacy curriculum with transtheoretical model for interventional research. The study subjects were 216 students from the first to third grades, and 109 students for experimental groups and the control group consisted of 107 students. The research tools were nutrition litercacyscale and lesson plan of nutrition litercacy. After the pre-test of the questionnaire in the experimental group and the control group, the experimental group was intervened with the transtheoretical model nutrition literacy curriculum, and the control group was given traditional nutrition education lecture with didactic teaching. After 8-week intervention, the two groups were conducted posttest with the questionnaire. Data analysis of the descriptive statistics and analysis covariance were performed with SPSS 23 statistical software.
The research results are as follows: first, consciousness raising, dramatic relief, environmental reevaluation, self-reevaluation, social liberation, self-liberation, counter conditioning,helping relationships, reinforcement management and stimulus control were adopted at the nutrition litercacy curriculum. Second, after action research, the students' dietary behavior hadimproved from precontemplation stage to action stage, and the nutrition litercacy curriculum had been revised based on the students’ opinion and reseracher’s reflection.Third,the quasi-experimental study result was as follow. The experimental group students of nutrition knowledge, sharing decisions, decisional balance, the stages of change, self-efficacy and other items were significantly higher than those of the control group.
It is recommended to implement nutrition litercacy curriculum with transtheoretical model to other high school students and continue to explore the effectiveness of their intervention.
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三、日文部分
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石井克枝、川嶋かほる、河村美穂、武田紀久子、武藤八恵子(2005)。高校生の食べものに対する健康認識(第1報):「身体によい/悪い」食べものの認識状況。日本家庭科教育学会誌,48(3),192-197。
百々瀬いづみ、荒川義人、森谷絜(2003)。家庭科教諭がとらえた高校生の健康と食生活。北海道大学大学院教育学研究科紀要,88,279-290。
岡崎愉加、高橋香代、松枝睦美、剣持順子、平田和子(2000)。中学生の食生活と栄養摂取に関する男女の比較。学校保健研究,42,363-374。
岸田恵津、大瀬良知子、矢埜みどり、真鍋典子(2007)。振り返りを重視した高等学校栄養教育プログラムの実施と評価。兵庫教育大学研究紀要,31,117-126。
武田紀久子、川嶋かほる、河村美穂、武藤八恵子、石井克枝(2005)。高校生の食べものに対する健康認識(第2報):認識状況からみる問題点。日本家庭科教育学会誌,48(3),198-205。
武見ゆかり(2002)。若年成人への栄養・食教育の診断・評価の指標に関する研究。栄養学雑誌,60,131-136。
長島和子、好岡聿子(1987)。小学校家庭科における栄養教育 : カードゲームの導入による「食品と栄養素」の指導。日本家庭科教育学会誌,30(2) 56-63。
門田新一郎(2004)。高校生の健康習慣に関する意識,知識,態度について食物摂取頻度調査との関連。栄養学雑誌,62(1),9-18。
楊静、門田新一郎、野々上敬子、平松恵子(2008)。中学生の生活習慣に関する健康意識・知識・態度についての中日比較~蘇州市と岡山市の生徒を対象として~。学校保健研究,50(1),34-48。
鈴木純子、荒川義人、森谷潔(2003)。大学生の食事摂取状況と食生活に関する行動変容段階。北海道大学大学院教育学研究科紀要,88,247-258。
櫻井久美子、下村美恵、松永泰子、早渕仁美(2013)。高等学校における食事バランスガイドを活用した食教育の試みとその検証。日本食育学会誌,7,197-204。

 
 
 
 
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