研究目的：
研究目的為驗證多元策略學習方案對大學生健康飲食相關知識促進之成效。
研究方法：
本研究採等組前後測實驗設計。研究對象為南部某國立大學共70人，經亂數表隨機分配至實驗組與控制組各35人，實驗組接受啟發式、問題導向、情境教學之多元策略學習方案；控制組接受傳統教學。本多元策略學習方案經跨領域專家進行共識會議，擬定三單元健康飲食，包含六大類飲食、食物份量、高熱量飲食，每單元兩小時，共6周。採Bloom認知教學目標設計學習目標，並設計對應之教學策略與媒體。成效評價包含過程指標(隨堂測驗、學習反應)與期末總測驗，研究期間第一周給予先備知識測驗，各單元上課後收集隨堂測驗及學習反應，第八周收集期末總測驗，以ANCOVA進行成效驗證。
研究結果：
結果顯示，過程指標成效；健康飲食隨堂測驗得分，實驗組高於控制組且達統計顯著差異；小組情境討論與回應，實驗組比控制組敘述較多元，內容多呈現健康飲食元素。結果指標成效，各單元知識得分，實驗組明顯高於控制組，唯六大類食物單元未達統計顯著差異。學習回饋滿意度部分，實驗組比控制組有更多的正向回饋。
結論：
本研究所發展之多元策略學習方案可有效促進大學生健康飲食知識學習。未來相關研究，設計更多策略，增加六大類飲食學習效果，同時可增加對認知學習保存效果的方案，進一步納入真實情境中的學習活動，並追蹤其應用在日常生活的成效，同時推廣至其他族群，驗證此多元策略學習方案的外在成效。

This study aims to test a Multi-Strategy Learning Program on college students. Seventy participants were divided into the Treatment Group and the Control Group. Treatment Group received a multi-strategy learning program whereas Control Group had a conventional instruction of the nutrition knowledge. The effectiveness was evaluated using process indicators (in-class tests, learning responses) and the end-of-semester summative exam. The results showed that the Treatment Group’s unit test scores were significantly higher than those of the Control Group. As for the group discussion and the learning feedback the Treatment Group had more positive response than the Control Group. The multi-strategy learning program developed in this study is effective in helping college students learn about healthy diets, and more strategies or increase the number of learning activities in realistic scenarios in the program should be further explored as teaching method.

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