台湾におけるオールタナティブな出産としての「優しい出産」 : 新たな助産師教育課程修了生の活動する出産施設調査から

台湾の助産師教育は、1991年に休止に追い込まれた後に、1999年に新たに大学・大学院課程として再開された。そこで、新制度の助産師教育課程を修了した助産師が「優しい出産」を目指して活動する出産施設と、その対照として、一般的な医師主導の出産を行っている施設を調査し、台湾の「優しい出産」とはどのような出産かを明らかにし、助産師教育が、どのように女性の出産選択に影響するかを考察した。台湾の「優しい出産」は、女性が助産師と医師の共同ケアのもとに、医療介入を回避しつつ産み方を選択して行うお産である。助産師教育休止の際、助産師復興運動として女性が声をあげたことが契機となっている。病院で分娩介助のできなかった助産師にとって、新制度の教育再開による「優しい出産」への取り組みは、自律した助産師の育成につながり、女性の出産選択の一助となっている

[[alternative]]The Influences of Aerobic Dance on Physical Self Concept, Self-Esteem of Female University Students and Testing Their Causal Model

[[abstract]]The Influences of Aerobic Dance on Physical Self Concept, Self-Esteem of Female University Students and Testing Their Causal Model Abstract Three purposes of this study included to revise the PSDQ (Physical Self-Description Questionnaire), to investigate the influences of participation in a ten weeks aerobic dance session on physical self concept, self-esteem of female university students and to test causal model of physical self and self esteem. The enrolled PE course undergraduate students participated to examine the validity and reliability of PSDQ. The exploratory factor analysis demonstrated the nine components of PSDQ: sports competence, body fat, health, appearance, flexibility, coordination, physical activity, endurance and strength. Their Cronbach α index were from .85 to .95, retesting reliability were from .50 to .89. Confirmatory factor analysis provided the fitness indexes of PSDQ measurement model were acceptable. The female university students volunteered to participate in this study for investigating the influences of aerobic dance on physical self concept. The experimental group ( N=57, Mage= 20.53±1.98 ) participated twice aerobic dance sessions except for PE course per weeks. The control group (N=54, Mage= 19.65±.76) did not participate in any regular exercise program except for PE course. The PSDQ and health physical fitness were administered to participate before and after the ten week treatment for all participants and the experimental group completed PSDQ in middle of the treatment. The result explored participants in the experimental group improved much more in global physical self concept, physical activity, endurance and strength subscales of PSDQ and sit-and-reach of physical fitness than the control group. Used structural equation modeling to test the causal model between physical self concept and self esteem in before, middle and after treatment and to compare two competitive models. The result provided the top-down model was better in model-fit evaluation than other models and also had the horizontal effects cross before, middle, and after treatment on both self concept and self esteem. This research also suggests to future directions and applications in the issue about aerobic dance influence on physical self concept and self esteem. Key words: physical self concept, self esteem, causal model, aerobic dance

學術研究與女性主義政治

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Assessing the Association between University Students’ Approaches to Learning and Teaching Environment Designs - A Case Study on the Cooperative Learning Method

[[abstract]]本研究宗旨在探討不同教學環境設計對學生學習取向是否有關聯。本文採用準實驗法前後測設計，使用Biggs 於2001 所發展的R-SPQ-2F 量表，同時針對習修同一門課程的兩班九十位學生採取不同的教學環境設計（傳統學習與合作學習）進行八週的實驗研究。研究結果發現教學環境設計對學生的學習取向改變有顯著關連性，換言之，學習者的學習取向會隨學生本身對學習環境設計的知覺不同而有所改變。另外，參與合作學習組的學習者同時在深度取向有正向改變與表面取向有負向改變的人數明顯高於傳統個別學習組的學生。由合作學習教學方法對學習者的深度學習有正面影響，並且可以減少對表面學習的倚賴之關連性，本文建議未來研究者可進一步觀察學生的學習經驗特質、其他不同教學環境設計及學業評量方式對學生學習取向及學習成效的交互影響進行相關之研究。[[abstract]]The purpose of the study was to investigate whether students’ approaches to learning were influenced by the design of the teaching environment. In the current study， R-SPQ-2F questionnaire， which was designed by Biggs in 2001， was used，along with the quasi-experimental pre-test/post-test design. Two classes， with a total of 90 students， were assigned to conventional lecture-based group and cooperative learning group. The results showed that the design of teaching environment had a significant impact on the student’s approaches to learning. That is， students’ approaches to learning tend to vary， depending on their perceived differences of teaching environment. Moreover， compared to the conventional lecture-based learning environment， the cooperative learning environment resulted in more students who would reinforce the deep approaches to learning and diminish the surface approaches to learning. This study suggested that future researchers should focus on examining the effect of student characteristics， course designs， learning outcomes， and achievements on students’ approaches