國立臺灣師範大學體育學系王文宜闕月清周建智吳志銘2016-08-042016-08-042015-06-011563-3470http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/79834本研究目的在探討問題導向學習（problem-based learning, PBL）教學模式在護專生體育課實施健康體適能教學計畫對其體育自我導向學習能力、社會問題解決能力以及體適能認知之成效。透過不等組前後測設計以兩班護專三年級學生為研究對象，一班為實驗組（n = 47），另外一班為控制組（n = 45）。兩組學生分別接受12週，每週一次100分鐘的健康體適能教學計畫教學研究，實驗組學生接受PBL教學模式，控制組透過直接教學模式進行學習。透過「體育自我導向學習量表」、「社會問題解決量表」與「健康體適能認知測驗」等工具進行資料蒐集。獲得以下結果：一、實驗組學生在體育自我導向部分「喜愛學習」、「學習動機」、「創造學習」以及「體育自我導向學習總量表」皆優於控制組；在社會問題解決能力中「負向問題定向」、「衝動／粗心風格」、「逃避風格」以及「總量表」優於控制組；在健康體適能認知測驗之「健康體適能」、「有氧體適能」、「肌力／肌耐力體適能」、「身體組成比例」、「基本營養概念」等構面以及「總量表」達顯著差異。二、體育自我導向部分變項與健康體適能認知測驗有低度正相關。本研究結論為問題導向學習教學模式不僅對於自我導向能力有所提升外，對於社會問題解決能力與健康體適能認知皆能有所成效；體育自我導向部分變項與健康體適能認知測驗亦達正相關。建議未來或後續研究可關切該群體學生在身體適能與認知功能正向關係上與身體活動實踐力等方面之研究焦點。The purpose of this study was to investigate the effects of problem-based learning (PBL) on self-direct learning, social problems solving ability and health fitness cognitions on nursing college physical education program. Nursing students from two different classes were voluntarily participated in this study, which consisted of an experimental group (EG, n=47) and a control group (CG, n=45). Qusasi experimental design was adopted to investigate the effects PBL on students' learning. Both EG and CG completed a 12 weeks fitness program (100 minutes/week), while EG intervened with PBL learning and CG with ordinary PE classes. Both groups administered with Self-Directed Learning Readiness Scale-PE (SDLRS-PE), Social Problem-Solving Inventory-Revised (SPSI-R) and Health-Related Fitness Knowledge Test (HRFKT) before and after experiment. The results were as follows: (1) EG scored higher in ＂favor of learning,＂ ＂learning motivation＂ and ＂creativity of learning＂ of SDLRS-PE, and scored lower in negative perspective, including ＂compulsiveness/negative,＂ ＂avoidance＂ and total scores of SPSI-R compared to CG. Furthermore, EG scored higher in ＂health fitness,＂ ＂aerobic fitness,＂ ＂strength/muscular endurance,＂ ＂body composition,＂ ＂basic nutrition knowledge＂ and total scores of HRFKT. (2) Some variables in SDLRS-PE were positively and slightly correlated with HRFKT. We suggest that PBL is not only beneficial to students' self-direction, but also showed social problem-solving ability and physical fitness cognitions. We suggest that future studies should focus on the positive effects of PBL teaching on students' physical fitness, cognitions and physical activities, and implement it on PE settings.體育教學自我導向問題解決身體活動Teaching in physical educationSelf-direction abilityProblem solvingPhysical activity