本研究設計及實施一系列融入體驗學習的健康飲食課程，以新北市國小高年級學童為對象，評價此介入對於學童健康飲食知識、態度及行為之影響。採準實驗設計，介入組37人，對照組41人。研究期間為1個月共4堂課，介入組接受的課程為體驗學習的教學模組，以學習單進行反思和分享，對照組則採用講述及問答教學法。
本研究使用t檢定以及廣義估計方程式進行推論統計，研究結果顯示，體驗學習之健康飲食知識前後測顯著提升，而健康飲食態度後測優於前測；講述及問答教學法之健康飲食知識、態度前後測皆顯著提升，根據廣義估計方程式進行推論統計，體驗學習課程與講述式教學在提升學生健康知識、態度及行為，兩者未有顯著差異。未來教學建議拉長體驗學習授課的時間與節數。且健康飲食可透過體驗學習或是講述式搭配問答方式進行教學，有助於學生提升健康飲食知識及態度等結果。

This study designed a healthy dietary intervention using experiential learning for these students, and evaluated the intervention effectiveness on knowledge, attitude, and practice about healthy diet among primary school students. This quasi-experimental study recruited 78 participants from a primary school in New Taipei City (37 for the intervention group and 41 for the control group). During a month study period, 4 courses were given to the primary school students. The intervention course design used experiential learning module. The control course design used didactic instruction and quiz.
This study used t-tests and generalized estimating equations for inferential statistics. The results indicated a significant improvement in healthy diet knowledge after the experiential learning intervention. Attitudes toward healthy diet in the post-test were better than in the pre-test. And the results indicated a significant improvement in healthy diet knowledge and attitudes after the didactic instruction and quiz. According to the generalized estimating equations, there was no significant difference between the experiential learning and the didactic instruction and quiz method in enhancing students' health knowledge, attitudes, and behaviors.
Future teaching recommendations include extending the time and the amount of the course for experiential learning. Additionally, teaching healthy diet through experiential learning or the course used didactic instruction and quiz can contribute to students' improvement in knowledge and attitudes related to healthy diet.

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