緒論：本研究旨在探討大學生對健康體適能教學課程學習成效之滿意度。方法：採 問卷調查法，針對宜蘭大學大一學生進行叢集抽樣，以健康體適能教學課程學習成效滿 意度量表為研究工具，進行資料收集，共回收 354 份有效問卷，所得資料以描述統計、 因素分析、t 檢定與多元迴歸分析。結果：大一學生對健康體適能教學課程各層面 (語言 溝通、自我學習、創造思考、團隊合作及邏輯推理) 之學習成效均達高滿意程度。男生 在健康體適能教學課程的「語言溝通」、「自我學習」及「創造思考」上，事先期望學習 重視程度高於女生。經過 18 週的學習體驗後，男、女生在健康體適能各層面的認知表現 均無顯著差異。女生在「自我學習」的學習成效滿意度高於男生。「自我學習」和「創造 思考」的認知表現可有效預測學習成效滿意度，並可解釋學習成效滿意度的 37.1%的變 異量。結論：健康體適能教學課程可降低「自我學習」和「創造思考」的知覺學習比重， 針對學生性別採取差異化的教學，適當融入樂趣化的教學，酌增運動遊戲、延長身體活 動的時間和質量，伸展活動、問題導向學習、足球及大跑步等教學內容及比重，以提高 學生學習的滿意度。

Introduction: This study was to explore the satisfaction of college students on the learning effectiveness of the health-related fitness teaching courses. Methods: The questionnaire survey method is used to conduct research on Ilan University freshmen, and the health-related fitness courses learning effectiveness satisfaction scale is used as a research tool. Data collection was carriedout, and a total of 354 valid questionnailes were collected. The data were analyzed by statistical analysis, factor analysis, t-test and multiple regression analysis. Results: Freshmen have achieved high levels of satisfaction in all aspects of the health-related fitness teaching courses (communication, self-learning, creative thinking, teamwork and logical reasoning ). Boys in the“Language Communication Level”of the Health-Related Fitness Teaching Course“Self-learning Level”and“Creation Thinking Level”have prior expectations that learning is more important than girls. After the 18-week learning experience, there was no significant difference in the cognitive performance of male and female at all levels of health-related fitness. Girls’satisfaction with learning effectiveness at the “self-learning level”is higher than that of boys. The cognitive performance of the “self-learning level”and “creative thinking level”can effectively predict the satisfaction of learning effectiveness and explain the 37.1% variation of the learning effectiveness satisfaction. Conclusion: This study is that the health-related fitness teaching courses can reduce the proportion of perceptual learning in the “self-learning level” and “creation thinking level”, adopt differentiated teaching for the gender of students, appropriately integrate into the fun teaching, discretionary sports games, and extension. The time and quality of physical activities, stretching activities, football, running, and other teaching content and proportions to improve student satisfaction.

事先期望;認知表現

prior expectations; cognitive performance