臺灣博碩士論文加值系統

本研究主要目的在探討學習型態與訊息回饋策略運用對國小學童飲食學習效果（知識、態度、行為與學習動機）之影響。本研究採實驗組與對照組前後測設計，以新竹市某國小四年級四個班級144名學生為對象，其中二班為實驗組（區分成合作學習詳細回饋組與合作學習簡單回饋組），二班為對照組（區分成個別學習詳細回饋組、個別學習簡單回饋組）。四組學童於前測及後測進行問卷調查的測量，並以二因子共變數分析等方法進行統計分析。本研究重要結果如下：
一、國小學童在飲食知識、飲食態度與飲食動機的學習效果上，合作學習型態顯著優於個別學習型態。
二、國小學童飲在食動機學習效果上，詳細回饋方式顯著優於簡單回饋方式。
三、國小學童在飲食知識、飲食動機的學習效果上，合作學習詳細回饋組顯著優於其他三組。
本研究結果顯示合作學習型態有利於提升學童飲食知識、飲食態度、飲食動機之學習效果；詳細回饋方式對提升學童飲食動機的學習效果很有助益；合作學習詳細回饋方式有助於學童飲食知識與飲食動機學習效果之改善。因此建議國小健康教育教師可參考本研究之結果運用於健康教育教學，以提升學童之學習效果。

The purpose of this study was to examine the effects of learning style and information feedback strategies on elementary students' achievement (knowledge, attitude, behavior and learning motivation). A total of 144 students were selected from four 4th-grade classes of an elementary school in Hsinchu City. These classes were divided into the experimental group (2 classes) and the control group (2 classes). The experimental group was further divided into “the cooperative learning with elaborative feedback group” and “the cooperative learning with knowledge of correct response group”. The control group was further divided into “the self-learning with elaborative feedback group” and “the self-learning with knowledge of correct response group”. All students completed the survey-questionnaires twice for the pre-test and the post-test. Finally, a two-way ANCOVA was utilized for statistical analysis. The major findings of research were as followings:
1.The cooperative learning style was significantly greater than individual learning style in terms of elementary students’ diet knowledge, attitude, and learning motivation.
2.The elaborative feedback strategy was significantly better than knowledge of correct response strategy in terms of the elementary students’ diet learning motivation.
3.“The cooperative learning style with elaborative feedback group” had better diet knowledge and learning motivation than the other three groups.
The results showed the cooperative learning style was helpful in improving students’ achievement of diet knowledge, diet attitude, and diet learning motivation. The elaborative feedback strategy was very helpful in increasing students’ diet learning motivation and the teaching method combining cooperative learning style with elaborative feedback strategy was helpful in improving students’ achievement of diet knowledge and learning motivation. The implications for designing curricular for teaching health educators to improve students’ learning effect and future research are discussed.

第一章 緒論 …………………………………………… 1
第一節 研究動機與重要性 …………………………… 1
第二節 研究目的 ……………………………………… 7
第三節 研究問題 ……………………………………… 7
第四節 研究假設 ……………………………………… 7
第五節 名詞操作型定義 ……………………………… 8
第六節 研究限制 ……………………………………… 11
第二章 文獻探討 …………………………………… 13
第一節 學習型態意涵與種類 ………………………… 13
第二節 合作學習的理論、意涵與教學策略 ………… 14
第三節 合作學習的相關文獻 ………………………… 24
第四節 訊息回饋理論與相關文獻 …………………… 31
第五節 合作學習與訊息回饋策略運用對學習效果之研究 38
第六節 學童飲食知識、態度及行為相關因素的探討…40
第七節 飲食學習效果相關文獻 ……………………… 44
第八節 文獻總結 ……………………………………… 46
第三章 研究方法 ……………………………………… 49
第一節 研究架構 ……………………………………… 49
第二節 研究設計 ……………………………………… 50
第三節 研究對象 ……………………………………… 51
第四節 研究工具 ……………………………………… 51
第五節 研究步驟 ……………………………………… 63
第六節 資料處理與分析 ……………………………… 69
第四章 結果與討論 …………………………………… 73
第一節 研究對象之背景變項之分布 ………………… 73
第二節 研究對象飲食知識、飲食態度、飲食行為、
飲食學習動機之分布 ………………………… 75
第三節 研究對象各組別背景變項之比較 …………… 84
第四節 研究對象前測效標變項之比較 ……………… 89
第五節 研究對象飲食教育介入效果評價 …………… 92
第六節 合作學習組教學回饋結果 ………………… 101
第七節 合作學習組運作檢核結果 ………………… 103
第八節 綜合討論 …………………………………… 105
第五章 結論與建議 …………………………………… 121
第一節 結論 ………………………………………… 121
第二節 建議 ………………………………………… 122
參考文獻 ………………………………………………… 125
附錄 ……………………………………………………… 137
附錄一 問卷內容效度考驗專家名單………………… 137
附錄二 問卷內容效度考驗專家審查表……………… 138
附錄三 國小學童飲食教育學習效果正式研究問卷… 150
附錄四 教學者日誌與省思…………………………… 158
附錄五 實驗參與受試者須知及家長同意書………… 166
附錄六「飲食知多少」教學設計 …………………… 168

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