運用媒體素養教育對國小學童飲食行為之介入研究-以彰化縣某國小高年級學生為例

Abstract

本研究目的為運用媒體素養教育，學生為中心之教學方法，並結合計畫行為理論及社會認知理論為依據而發展介入計畫，期能透過本介入計畫提升國小高年級學生媒體素養能力及飲食知識、態度及行為。 為探究本研究課程成效，以準實驗研究設計之實驗組及控制組前測、後測、後後測設計方式。選取102學年度彰化縣某國民小學高年級學生為主要研究對象。實驗組(n=117)接受媒體素養教育，而控制組為鄰近地區社經背景相似之學生(n=117)，未接受課程介入。教學介入共六週，每週1堂課，每堂課40分鐘，共計240分鐘。二組在教學介入前一週進行前測，於教學介入結束後一週內進行後測，以了解介入之立即效果；再於一個月後進行後後測，以瞭解教學介入之延宕效果。 研究結果發現運用「媒體素養教育」課程教學介入，對於提升學童「媒體素養能力」、「飲食知識」、「飲食態度」、「飲食行為」皆有良好效果。實驗組學生對此教學過程亦有正面的評價，學生認為有很大的助益，有八成以上的學生喜歡此教學方式且有助於了解媒體素養相關的飲食知識、建立正向的飲食態度及更有把握做到健康飲食行為。此教學模式可於校園實施，並且也可以結合健體領域課程，取代傳統營養教育講述的教學方式。The objective of this study was to utilize a media literacy educational intervention program designed and developed using student-centered teaching methods that combined with theory of planned behavior and social cognitive theory. We expected that the study would make exploration in the effectiveness of intervention program on media literacy skill, dietary knowledge, dietary attitudes and dietary behavior for students of high-grade elementary school students. A quasi-experimental research design is with pre-test, post-test and post-post-test to compare the differences between experimental and control groups after the intervention program. Experimental group (n=117) received the intervention, while the control group (n=117) didn't receive intervention. The intervention lasted for six weeks and one unit per week. A closedended pretest-posttest and another follow-up test after one month were administered. The results indicated that there were statistically significant differences and excellent effectiveness on improving media literacy skill, dietary knowledge, attitudes, dietary behavior by using the teaching design of media literacy educational intervention program. The students of experimental group had positive attitude towards the teaching process. They also agreed that there was a great help. Over 80% of students favored the teaching methods contributing to the understanding of nutrition knowledge, building of positive attitudes toward nutrition and enabling them to have greater confidence to achieve health dietary behavior. This teaching model may be implemented on campus and used to replace traditional nutrition lecture methods by combining with healthy and physical field programs.