緒論：探討合作學習結合STEAM 教學策略對提升運動生物力學課程教學效能評估。方法：透過3 個學期修習運動生物力學課程共63 位學生，分別以傳統式、STEAM 教學式與合作學習結合STEAM 複合式等三種教學策略，透過單因子變異數分析與Bonferroni法，釐清各18 週後教學效能差異 (a = .05)，及三個教學面向得分百分比排序。結果：傳統教學在「單向溝通與強調記憶面向」顯著高於其餘兩項教學策略；STEAM 教學與合作學習結合STEAM 複合式教學策略，在「師生互動、學生分組、選擇主題報告、多媒體輔助、創作類型作業、強調分析、強調統整、強調判斷與引起學習動機等面向」皆顯著高於傳統教學；使用STEAM 教學在「上課中解題方式面向」顯著高於其餘兩項教學策略；三種策略在「英文教學、強調應用、內容切合教育目標、內容符合學生程度與符合學生需求等面向」皆無顯著差異。「教學方式」得分排序上，依次為STEAM 教學 (39%)、合作學習結合STEAM 複合式策略 (37%) 及傳統教學 (24%)；「學習面向」得分排序上，依次為合作學習結合STEAM 複合策略 (37%)、STEAM 策略 (36%) 及傳統教學 (27%)；「內容與教材滿意度」得分排序上，依次為STEAM 策略與合作學習結合STEAM 策略相同(35%)，傳統教學為30%。結論：STEAM 教學與合作學習結合STEAM 策略都有顯著優異教學效能，顯示在運動生物力學課程中除了傳統使用教科書外，可搭配STEAM 教育或是與合作學習複合策略加以授課，使課程更有系統的編排，並整合修課學生背景多元，基礎知識不一致，同時翻轉運動生物力學枯燥乏味的形象。

Introduction: To explore the use of cooperative learning combined with STEAM teaching strategies to improve the teaching effectiveness evaluation of sports biomechanics courses. Method: A total of 63 students were taught sports biomechanics courses in 3 semesters. Three teaching strategies were used: traditional, STEAM teaching and cooperative learning combined with STEAM compound teaching methods. Through single factor variance analysis and Bonferroni method, each was clarified for 18 weeks. The difference in post-teaching effectiveness (a = .05), and the ranking of the scores of the three teaching orientations. Results: Traditional teaching is significantly higher than the other two teaching strategies in "one-way communication and emphasizing memory orientation"; STEAM teaching and cooperative learning combined with STEAM compound teaching strategies, in "teacher-student interaction, student grouping, topic selection report, multimedia assistance" The aspects of "creating type assignments, emphasizing analysis, emphasizing integration, emphasizing judgment and arousing learning motivation" are significantly higher than traditional teaching; the use of STEAM teaching in "the aspect of solving problems in class" is significantly higher than the other two teaching strategies; There were no significant differences in "English teaching, emphasis on application, content in line with educational goals, content in line with students' level and students' needs, etc.". In the order of "teaching method" scores, the order is STEAM teaching (39%), cooperative learning combined with STEAM compound strategy (37%) and traditional teaching (24%); in the order of "learning orientation" scores, the order is cooperative learning combined with STEAM Compound strategy (37%), STEAM strategy (36%) and traditional teaching (27%); in the order of "content and teaching material satisfaction" scores, STEAM strategy and cooperative learning combined with STEAM strategy are the same (35%), traditional teaching is 30%. Conclusion: STEAM teaching and cooperative learning combined with STEAM strategies have significant teaching effectiveness. It shows that in addition to the traditional textbooks used in sports biomechanics courses, they can be taught with STEAM education or combined with cooperative learning strategies to make the courses more systematic. Students have diverse backgrounds, inconsistent basic knowledge, and at the same time flip the boring image of sports biomechanics.