國小一年級學童營養教育介入研究

Abstract

本研究旨在探討以營養教育課程對國小一年級學童蔬果飲食知識、態度及行為之影響。以臺北市113學年度一所國小一年級學生為研究對象，分為實驗組（n=80）與對照組（n=80），共160人。實驗組接受為期 4週以分組合作學習法融入營養教育課程，對照組則未進行課程介入。研究採用準實驗設計，於介入前後進行問卷測量，內容涵蓋蔬果飲食知識、態度與行為，並根據研究結果進行統計分析。研究結果發現，營養教育課程對於學童在蔬果飲食知識及蔬果飲食態度方面皆有顯著提升，而營養教育課程亦有助於提升學童的蔬果飲食行為。本研究證實營養教育介入能有效提升一年級學童的營養知識與正向飲食態度。研究建議未來課程可加入親子共學、延長介入時間、進行不同教學法比較與長期追蹤，以提升營養教育實務成效。

This study investigated the effects of nutrition education for first-grade elementary school students. The participants were 160 first-grade students from an elementary school in Taipei City during the 2024 academic year, divided into an experimental group (n =80) and a control group (n = 80). The experimental group participated in a four-week intervention, while the control group received no intervention. A quasi-experimental design with pre- and post-tests assessed students' healthy eating knowledge, attitudes, and behaviors, and data were analyzed using statistical methods. Results showed that the nutrition education program significantly improved students' knowledge and attitudes toward fruit and vegetable consumption. The nutrition education program also contributed to the improvement of students' fruit and vegetable dietary behaviors. These findings demonstrate that nutrition education can effectively enhance nutrition knowledge and foster positive dietary attitudes among first-grade elementary school students. It is recommended that future programs consider incorporating parent-child co-learning, extending the intervention period, comparing different teaching approaches, and conducting long-term follow-up to strengthen the practical outcomes of nutrition education.