本研究旨在探討台北市國小教師健康教育教學自我認知和專業發展自我判定之需求反應情形，並據以分析及建構其專業發展策略。研究對象採叢集取樣以四所國小擔任一到六年級級任和健康教育科任教師，共計145名。研究工具為「臺北市國民小學教師健康教育專業發展需求調查問卷」，由「教師專業自我認知」和「教師專業發展自我判定」兩個構念設計量表，並依主觀反應計量數據進行客觀量化交叉分析。結果顯示：首先，從「教師自我認知」結果分析，教師普遍認為健康教育「對學生重要程度」高；但相對評定自己的「教學熟練程度」較低，尤其在五項主題軸中的「生長、發展」、「安全生活」和「群體健康」，應可為未來教師研習或專業成長優先規劃重點。其次，十六項核心內涵中，教師反應對學生重要性高，但是自己熟悉度不高者為「安全教育」和「性教育」的內涵。研究者進一步依重視度表現值分析結果，以重要度、熟練度區分專業發展為四種象限等級，其中落於第二象限，界定為「專業發展優先區」的為「安全教育」；落於第三象限，界定為「專業發展次優先區」有6項核心內涵，其中以「緊急處理與急救」為教師認為熟悉程度最低，可為未來專業成長活動規畫重點。第三，依「教師專業發展自我判定」結果分析，教師普遍對健康教育專業發展需求不高。若以教學實踐的五個面向間做比較，則教師對健康教育的「專業知識」需求最高。最後，根據研究結果，提出教師健康教育專業發展規劃策略，供教育行政單位作為設計國小教師健康教育進修研習活動參考。

This study explores teachers' needs and professional development strategies on Health Education in primary schools. Because of cluster sampling technique, totally 145 Health Education teachers from four primary schools joined the study. Research instrument for the study was constructed on two dimensions. One was "teacher's self-cognition" inventory, and the other "teacher's professional developing self-evaluation" inventory. Both the research tools had well content validity and internal consistency. Three significant results were obtained after data collected and analyzed.Firstly, although teachers regard Health Education as an important subject for student to learn, there are relatively lower scores of instruction proficiency. Three in five topics in Health Education had such circumstances, which were "Growth and Development", "Safety Life" and "Public Health and Environment". In other words, these three topics enjoy high priority in teachers' training and promoting their professional development.Secondly, among 16 core issues in Health Education, while teachers recognized "Safety Education" and "Sex Education" were very important for student to learn, instruction proficiency scored relatively lower. Furthermore, researcher applied Important-Performance Analysis technique and put those 16 core issues' importance and instruction proficiency scores into four quadrants. 7 issues must be dealt with first, which included "Safety Education" in quadrant II (named "prior development zone") and six issues in quadrant III (named "secondary development zone").The third, among 5 aspects of educational practice, teachers recognized that the capability of "Professional Knowledge to Teach" was the highest requirement for them to supply. Base on these essential findings, the researcher addressed strategies for educational administration to promote teachers' professional development on Health Education for primary schools in Taipei.