性教育計畫之同儕教育者過程評價研究

A process evaluation of a peer educator training program for sexuality education

本研究施以同儕教育的基礎訓練（兩性關係）及相關技能研習（含教學的心理原則、助人的技巧、研習計劃之研擬、團康活動的帶領、授課的演練及試教之執行）共十五次，由觀察者在現場觀察並記錄上課狀況，及同儕教育者本身在此訓練過程填寫「同儕教育者自我評價」問卷評估外，另外在性教育課程結束及帶領相關活動後，採用「焦點團體訪談」方式來探詢整個同儕性教育訓練的實施經過與歷程，進行計畫本身、計畫內容及計畫對其知識、態度和行為影響的了解。主要的發現如下：1.在整個教學的情境，教師本身能在不同的教學內容內呈現出風趣、幽默、同理、詼諧的動作引起同儕教育者上課的動機與想學習的興趣及課程的參與，並且應用多樣化的教學方法（如布偶示範、實物、小組討論、回覆示教、教案及活動撰寫、角色演鍊、腦力激盪、團體遊戲、演劇、故事接龍、比賽等），促使同儕教育者模仿這些方法，記住每一個型態的活動，反應在團體內及團體外，這樣的訓練是確實且合適的。2.同儕教育者從這訓練中得到個人技巧能力發展，學習到共同相處及溝通的能力，並也對自己行為的改變感到自信與驕傲。3.能應用非正式的管道傳佈訊息給他人。

The keynote of this paper explores peer education at fifteen times of basic training (including gender relationships) and related technical learning (involved principals of teaching psychology, leading of activities, and teaching practice and learning). The data are based on observations by observers recorded the situation of teaching in classrooms, and questionnaires 'Self-evaluation of peer educators' filled out by peer educators in the process of training. In addition, at the purpose of understanding their behaviors and attitudes of peer educators, this research applies the method of 'Focus Group Interview' to ask peer educators about their training procedure and experience in this plan, the feeling of context of the plan after the completion of the courses of sexual education and related activities. The main findings are as follows: 1. In whole teaching situation, teachers themselves are able to not only present their sense of humor and sympathy to attract the motivation of peer educators for attending classes and learning, but also apply various teaching methods (for example group studies, brain storming, group games, etc.) to encourage peer educators imitate these methods and remember all activities to reflect their learning inside and outside groups. This training is accurate and appropriate for peer educators. 2. From this training, peer educators obtain individual abilities of techniques, and learn the abilities of communication and cooperation with others. Meanwhile, they become more self-confidence and feel proud of these changes. 3. Peer educators can use informal channels to transit messages to others.