本研究旨在發展一個離島地區游泳教學方案，並檢驗方案之教學成效。以29 位國小學童為對象，進行5天、每天2小時的游泳教學。研究者以港口作為教學場 域，在課程開始及結束時，對學童實施自救與游泳技能檢測。測驗項目包括水母 漂時間、仰漂時間、立泳時間以及換氣游泳的距離。以Wilcoxon Signed Ranks Test 無母數分析，檢定整體教學成效；採二因子混合設計變異數分析，針對不同年段 學童的學習成效進行探討。研究結果發現，就整體教學成效而言，不論是自救能 力或者是游泳能力，學生的級別都有顯著的進步。針對不同年段學童游泳學習成 效的檢定發現，在立泳時間的表現上，三個年段的學童都有顯著的學習成效；在 仰漂時間的表現上，低年段與中年段有明顯的效果，高年段則因天花板效應而遮 蔽了學習成效；在換氣游泳距離表現上，高年段有顯著的學習成效，中年段及低 年段的學習成效則未達顯著。歸納研究結果顯示，教學方案的實施對於不同年段 學童的自救與游泳能力有不同的學習成效，支持了本研究實驗教學方案的可行 性，也顯示在面對不同年齡層的學童設計教學時，必須考慮個體動作發展的差異 性，並將水中姿勢控制能力的培養列為教學重點。本研究除了仔細描述方案的執 行過程外，亦提出對未來教學與研究的建議。

This study examined the effectiveness of a swimming program developed for an offshore-island school without a swimming pool. Twenty nine elementary school students participated in a 5-day swimming camp and received 2 hours of swimming instruction every day at the island’s port. The students’ performance data on jellyfi sh drift, back floating, standing swimming, and swimming distance were collected on the fi rst and last days of the camp. Wilcoxon signed-rank tests were used to examine students’ overall progress in self-rescuing and swimming competence. Two-way repeated measures analysis of variance was employed to analyze the moderating effect of grade level on instructional effectiveness. The results indicated that students improved significantly in self-rescuing and swimming competence levels. Regarding the moderating effects of grade level, it was revealed that although all students showed significant progress in standing swimming, only low and middle graders improved significantly in back floating. Moreover, whereas high graders exhibited significant progress in swimming distance, the middle and low graders did not. The overall effectiveness of this program confi rmed the feasibility of deepwater swimming instruction. However, the differential learning results of different grade levels suggested that the individual differences of students’ psycho-motor development should be considered when designing swimming instruction for pupils of different ages, and that the cultivation of movement coordination in the water should be included as a primary learning goal. The model and procedures of this swimming program are described in detail for reference and the implications of this study are discussed.