融入概念構圖法之健康教育教學模組對國小學童學習成效之研究－以珍惜急診資源議題為例

Abstract

基於十二年國民基本教育課綱強調素養導向健康教育的主流，依據轉型課室教學的實務立場而言，改變教學方法最能事半功倍，其中概念構圖法因能融入並整合學習者的學習結構，被許多研究證實有效提升教學成效，但運用在健康教育教學上並不多見，而國小階段正是形塑健康行為的重要時期，故本研究選取國小學生為對象，以珍惜急診資源議題為例，設計概念構圖教學法之創新教學模組進行介入，藉以評估其在健康教育教學之成效。 本文採準實驗研究設計，實驗組接受概念構圖法教學模組介入，對照組則接受傳統講述課程介入。選取新北市某兩所國民小學（相鄰約1公里）的全體六年級學生為研究對象，分作一校實驗組、一校對照組並實施前後測的方式進行。參與施測的實驗組共96名學生，對照組共108名學生，回收問卷以SPSS 22.0中文版進行資料處理。 研究結果顯示：一、學生對珍惜急診資源的認知，實驗組調整後平均數.927，對照組則為.829，實驗組提升的認知成效優於對照組；二、學生對珍惜急診資源的態度，實驗組調整後平均數4.678，對照組則為4.205，實驗組提升的態度成效優於對照組；三、學生對珍惜急診資源的自我效能，實驗組調整後平均數4.543，對照組則為3.855，實驗組提升的自我效能成效優於對照組。 整體而言，概念構圖法提升珍惜急診資源的認知、態度、自我效能的學習成效皆優於傳統講述法，建議未來健康教育能採用此教學法，藉以提升學生學習動機，並規劃教師增能課程，融入其他健康議題，以符應素養導向的健康教育主流。

Objective: The purpose of this study was to investigate the effectiveness of students' learning by using the conceptual mapping teaching module, which takes cherishing emergency resources as an example. Methods: This study adopted experimental research design. The experimental group received the intervention of conceptual mapping teaching module, while the control group received the intervention of traditional narrative course. The sixth grade students from two primary schools in New Taipei City were divided into two groups: experimental group and control group. There were 96 students in the experimental group and 108 students in the control group. The questionnaires were collected and processed with SPSS 22.0 Chinese version. Results: 1. The knowledge of cherishing emergency resources: the adjusted mean value of the experimental group was .927, while that of the control group was .829. The improved knowledge effect of the experimental group was better than that of the control group 2. The attitude of cherishing emergency resources: the adjusted mean value of the experimental group was 4.678, while that of the control group was 4.205. The improved attitude effect of the experimental group was better than that of the control group. 3. The self-efficacy of cherishing emergency resources: the adjusted mean value of the experimental group was 4.543, while that of the control group was 3.855. The self-efficacy of the experimental group was better than that of the control group. Conclusion: Learning effectiveness of the concept mapping that improved student’s knowledge, attitude, self-efficacy of emergency resources is superior to the traditional teaching method. Therefore, health education teachers are encouraged to adopt the concept mapping to improve students' learning motivation in the future. Additionally, related educational institutions should provide empowerment workshops for teachers to increase their teaching skills, combining with other health issues for reaching the goal of literacy-based education.