本研究目的是經由過去探討本枝一般傳統捷泳教學的缺失及接受游泳專家學者的建議，由筆者重新擬定不同一般傳統提泳教學及適宜的成績評量測驗。透過問卷調查，盼能得知新生對游泳基本認知與情意行為表現。最重要是探討新生在捷泳技能動作學習的困難度，以突破學習障礙，提昇學習興趣，顯著教學成果。進一步暸解不同教學法在成績的評量結果上是否有差異，以及探討影響自我評量的相關因素。結果發現:付新生對游泳有很好的基本認真口，更暸解到游泳重要性，有助於引導強烈的學習動機及積極的學習情緒。口基於安全因素，父母不喜歡孩子到海迪、溪流玩水或游泳，以免發生危險，但學生未曾去過的比例非常低，是不容忽視的問題。臼新生常去游泳的地方以附近的公、市立游泳池為主，其次為私立游泳池及室內游泳池，而選擇游泳場所時，最先考慮的因素為衛生設備，次為室內及交通與門票費用等。四整體而言:新生對適應水性項目並不覺得困難，但對技能動作與換氣配合仍不自然。但感到可喜的是新生已養成換氣動作的習慣。tE)經由t裁定結果發現接受不同一般傳統提泳教學法者與接受一投傳統捷泳教學法者在成績評量上有顯著的差異。的如在幼兒時期或已由親人、訓練班及自己學習過游泳其自我評壘成蜻比其他時期或未曾學習游泳者有顯著差異(p

The study tries to develop a new teaching method and a better evaluation test by improving traditional teaching methods. With the aid of questionnaires， the researcher tries to find out new learners' basic cognition and affective performances in swimming learning. and most important of all， to exam the difficulty levels new learners feel when learning swimming， and thus to break learning difficulties， to promote learning interests， and to improve learning results. Furthermore， the researcher tries to make it clear whether students evidently achieve different scores when accepting different teaching methods and to investigate relevant factors of self-evalvation. The study is concluded as follows: (1) New learners are well informed and well aware of the importance of swimming， which is helpful of leading strong motivation and progressive learning spirits. (2) Concerning safety， parents don't want their children to go swimming in the rivers and the sea， but we can hardly find students who have never been there. (3) New learners often go to public swimming pools rather than private and indoor ones. Cleanliness is the most important factor they will consider when deciding where to go. Besides， whether it is indoor， the traffic condition， and the fee are also considered. (4) Generally speaking， new learners are not afraid of being in the coordination of moving and ventilation. However， we are glad to find that they have accustomed to ventilate. (5) With the aid of T-distribution Calculation Model， we find those who accept new teaching methods differ greatly from those who accept traditional methods in learning result. (6) Those who have learned swimming in their childhood evidently achieve different scores from those who learned swimming in later periods or who have never learned swimming in self-evaluation. (7) The frequency and length of time of self-practice and learning attitude should also be considered in self-evaluation.