第五章 討論、結論與建議
第三節 建議
根據本研究結果與教學介入過程提出以下建議：（一）青少年身體意 象介入實務；（二）未來研究相關建議。
一、 青少年身體意象媒體素養教育介入實務
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在青少年身體意象媒體素養教育介入實務的建議部分，分成學校教 學層面、家庭層面及社會層面三方面說明如下。
（一） 學校教育層面
1. 加強學生分析創作媒體能力
研究者在實際教學時觀察發現，學生在分析、創作以及近用 媒體部份較需要加強，建議未來在分析媒體訊息以及創作反媒體 訊息部份可以用較多時間協助學生解構媒體訊息，抱持合理的批 判懷疑態度面對媒體。
2. 整合課程教學
身體意象媒體素養課程可以融入現有課程，例如健康與護 理、資訊教育、兩性教育、輔導課程等，使教學面相更多元廣泛，
提供不同學習經驗；並且可發展具有性別敏感度的身體意象介入 課程，幫助學生瞭解自己的想法感覺，降低社會媒體壓力的影響，
建立正向自亯的身體意象。
3. 融入健康促進學校模式
負向身體意象對身心健康確實會有不良影響，建議將身體意 象議題加至健康促進學校範疇中，逐步推動各項介入策略發展學 校本位身體意象媒體素養課程。
4. 持續推廣身體意象媒體素養課程
本研究發現教育教入後可有效提升學生自我效能、批判性思 考技能、身體意象以及降低纖瘦意象內化情形，建議未來可於不 同層級或是針對成人來規劃不同身體意象媒體素養課程。
(二)家庭親職層面
1. 搭配家庭親職教育
影響身體意象的因素除了媒體外，家庭也是一個重要影響因
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素，未來介入可考慮增加家庭親職介入課程，例如發放家長手冊 或舉辦親子座談講座等形式，鼓勵青少年與父母溝通關於身體感 覺或困擾，運用家庭支持幫助青少年建立正向身體意象。
(三)社會層面
根據國內外文獻探討可以發現，媒體為青少年身體意象一個重要影 響因素，在資訊時代媒體是傳播溝通重要管道，應要建立良好媒體機制 及使用規範，創造正向身體意象氛圍。
1.建立社會資源網絡
建議傳播媒體與社區資源、民間組織與學校單位結合，透過 社會教育的力量，提供並創造相互尊重與多元身體美學的觀點，
營造欣賞與接納的社會環境。
2. 規範媒體
媒體是影響身體意象一項重要因素，暴露於過多負向身體意 象的青少年容易產生不良身心健康影響。建議可規定雜誌禁止使 用過瘦模特兒，或是相關節目廣告不得過於強調纖細美貌身材外 表，鼓勵發展尊重欣賞的內容，獎勵具多元特色的媒體節目。
二、 未來研究相關建議
（一）深入發展青少年身體意象媒體素養教材
本研究限於介入學校可配合之時間因素，僅發展四節課教材內容，。
建議未來可將身體意象媒體素養教材加深加廣，充分利用小組討論或檢 視個人經驗的方式，逐步引導青少年思考自己媒體使用情形、媒體與身 體意象以及價值觀的關係，配合價值澄清或討論幫助青少年檢視媒體語 言及隱含的意義目的。
（二） 針對青少女進行身體意象媒體素養教育介入
本研究之研究對象並未針對性別加以區隔，根據本研究結果發現，
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女性在身體意象較男性負向，受其他因素影響也比較大，國外研究部份 也以女性為目標族群來進行教育介入，皆有改善或良好成效。因此建議 未來教育介入可以針對青少女進行探討，增進同儕對身體意象的正向看 法，降低不當的同儕影響。
（三）擴大青少年身體意象教育介入研究範圍
本研究以新北市兩所高中一年級學生為研究對象，建議未來擴大青 少年身體意象教育介入至不同年級之研究對象，瞭解青少年身體意象教 育介入之成效。
（四）延長教育介入時間與成效探討
本研究介入時間因配合學校作業，共四節課為期兩個禮拜，介入後 一週進行後測。建議未來研究可增加教學介入時數，並搭配身體活動、
自尊教育等內容增加教學介入的深度廣度，以及延長成效追蹤時間進行 後後測，瞭解教育介入延宕成效。
（五）增加質性資料收集
本研究以量性資料收集為主，未來可以在課程結束後以焦點團體方 式訪談學生，深入瞭解學生學習成效以及課程建議，作為未來教育介入 之參考。
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