青春期營養素養結合跨理論模式課程發展之行動研究：以高職幼保科為例

Action Research on Curriculum Development of Adolescent Nutrition Literacy Combined with Transtheoretical Model: Department of Early Childhood Education Students of Vocational School as an Example

10.3966/207010632021060053004

楊清貴(Ching-Guei Yang)；黃雅文(Ya-Wen Huang)；黃曉令(Hsiao-Ling Huang)

幼兒教育 ； 高職學生 ； 跨理論模式 ； 課程發展 ； 營養素養 ； early childhood education ； vocational school students ； transtheoretical model ； curriculum development ； nutrition literacy

健康促進與衛生教育學報

53期（2021 / 06 / 30）

139 - 167

繁體中文;英文

本研究主要目的為根據跨理論模式的特性發展高職幼保科學生營養素養課程，並探討其行動研究成效。本研究採取行動研究設計，選擇某高職幼保科一個班級為研究對象，以發現學生的營養問題，並根據衛生福利部國民健康署青春期營養單張為主要內容，結合跨理論模式行為改變階段期別，以及十種跨理論模式行為改變的方法，包括意識覺醒、環境再評估、情感喚起、自我再評價、社會解放、自我解放、情境替代、援助關係、刺激控制、增強管理等，以及共享決策提升健康素養品質的概念，發展八次青春期營養素養課程。研究者實踐八次跨理論模式營養素養課程的歷程中，根據教師省思札記、訪談學生及同儕教師意見，探討課程之發展與教學成效。結果主要發現，採取跨理論模式的衡量決定、行為改變階段、自我效能等概念，並融入共享決策設計高職營養素養課程，可使課程與生活結合得更完善，行動研究亦使教師在營養素養課程設計歷程增能，並激發學生省思飲食行為，行為從無意圖期發展到行動期。因此，本研究發展之青春期營養素養課程可提供學術研究與高中職教學應用之參考。

The purposes of this study were to develop the nutrition literacy curriculum based on the transtheoretical model, and to explore effectiveness of applying the transtheoretical model of educational intervention on nutritional literacy among department of early childhood education students of vocational school. The study investigated the nutritional issues by action research. The contents of eight intervention sessions were developed by referencing the adolescent nutrition leaflet of the Health Promotion Administration, Ministry of Health and Welfare, Taiwan. Ten change methods were adopted including consciousness raising, environmental reevaluation, dramatic relief, emotional arousal, self-reevaluation, social liberation, self-liberation, counter conditioning, helping relationships, stimulus control, contingency management, as well as the concept of shared decision-making to promote health literacy quality. In the course of practicing eight transtheoretical nutrition literacy courses, the researchers discussed the teaching efficiency based on teachers' reflection notes and interviewed students and peer teachers' opinions. During each interventional session, the qualitative data of teachers' reflection notes and opinions expressed by teachers and students were recorded for further evaluating the curriculum and teaching effectiveness. The main findings are the following results: First, concepts of self-efficacy, the stages of change, decisional balance of trans-theoretical model combined with shared decision making enhanced the quality of curriculum. Second, action research empowered teachers in designing better curriculum and inspired students to reflect their dietary behavior development from precontemplation stage to action stage. The curriculum developed by the current study would provide valuable insights when developing the nutritional program for the adolescent of vocational school students.

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