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    題名: 多文本教學應用於性教育課程：學習情意因素模型
    Multi-Text Teaching in Sex Education Classes: Modeling the Learning Affective Factors
    作者: 洪榮昭
    葉建宏
    范靜媛
    湯凱筑
    貢獻者: 教育與心理研究
    關鍵詞: 多文本教學;性尷尬感;探究行為;羞答答感;想入非非
    multi-text teaching;sexual embarrassment;exploring behavior;shyness;intrusive thought
    日期: 2020-09
    上傳時間: 2020-11-24 15:26:16 (UTC+8)
    摘要: 臺灣的國小已實施性教育多年，但很少有研究探討學生在性教育課程中的性尷尬感、想入非非與羞答答感之間的關係。為補白此一差距，本研究進行一項關於性教育課程多文本教學的實驗研究，並在總共160分鐘的時間內，開設四堂課，讓學生閱讀和討論性話題。在基於特質活化理論的理念下，本研究針對相關情意構面進行問卷設計，並讓參與者在上課前和下課後填寫。本研究的參與者來自臺灣北部地區，共計蒐集99個有效樣本，並採用結構方程模式進行驗證性因素分析。研究結果顯示，上課前的性尷尬對課堂時想入非非具有正影響，與上課時探究行為具有負影響；課堂時想入非非對課後羞答答感具有正影響，但對於學習興趣具有負影響；課堂中學童對於性知識的探究行為對課後羞答答感呈現負影響。本研究提出兩項對性教育課程的啟示：一、教師在上課前給予學童健康的性觀念，以減少學生對於性尷尬的感受，以增強他們在上課時的興趣；二、提醒學生於課堂上踴躍參與討論，以忽略想入非非的念想產生。
    Sex education has long been taught in elementary schools in Taiwan. However, little studies have explored the relationship between sexual embarrassment, intrusive thoughts and shyness when students take classes related to sexual behavior. To address this gap, an experimental study of multi-text teaching in sex education was conducted during class, in which students read about and discussed sex-related topics for 40 minutes. According to the trait-activation theory, a questionnaire in regards to emotion constructs was designed and distributed to students before and after classes. The participants were elementary school students from the northern cities of Taiwan. In this study, 99 valid data were collected and was subjected to confirmatory factor analysis with structural equation modelling. The results indicated that sexual embarrassment before class was positively related to sexual intrusive thoughts during class, but negatively related to exploring sex education learning during class; sexual intrusive thoughts during class was positively related to shame after class and negatively related to learning interest; finally, exploring sexual behavior during class was negatively related to shame after class. The recommendations for sex education courses are as follows: (1) provide healthy sexual concepts to reduce students’ sexual embarrassment feeling before the class starts, in order to enhance their interest during class; and (2) remind students to join discussion to avoid having sexual intrusive thoughts during class.
    關聯: 教育與心理研究, 43(3), 67-98
    資料類型: article
    DOI 連結: https://doi.org/10.3966/102498852020094303003
    DOI: 10.3966/102498852020094303003
    顯示於類別:[教育與心理研究 TSSCI] 期刊論文

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