隨著現代人生活型態的變遷，飲食習慣亦與過去大有不同，根據國家衛生研究院(2015)調查發現，我國外食比例偏高，除了外食的飲食習慣改變之外，健康教育訊息不足、不健康的食物搭配贈品行銷、上網、看電視等靜態休閒活動，漸漸地使得國人在飲食習慣上多有錯誤及營養不均衡的狀況發生。
本研究旨在透過健康飲食平台課程，提升民眾健康飲食知識、飲食態度、飲食行為，並探討健康飲食平台之課程設計結合反思學習任務對民眾的健康飲食知識、飲食態度、飲食行為與反思程度改變之成效，以及民眾個人健康飲食知識、飲食態度、飲食行為、反思程度及反思學習之關係。
本研究對象為62位參與「健康飲食訓練班」Facebook社團之台灣地區民眾為研究對象，採「前實驗研究法之單組前後測設計」，實驗為期一個月，以研究者設計之健康飲食平台—Healthy Plate來傳遞健康飲食課程及執行反思學習任務；並以網路問卷調查進行資料收集。
本研究之健康飲食平台課程是透過研究者設計之健康飲食平台，結合自編的健康飲食教材以及反思學習任務，引導學習者透過此平台改變其飲食觀念、習慣，進而改善其身體健康。反思學習任務包含健康飲食課後反思以及每日飲食反思紀錄，透過反思學習任務運用課程所學知識於日常生活，以培養正確的飲食習慣。綜合整體研究，健康飲食平台課程設計對民眾健康飲食知識、飲食態度、飲食行為及反思程度之影響的研究結果、討論、應用將一併呈現，並提供未來應用之建議，以期營養教育的相關組織在設計健康飲食課程時更有良好的成效。
本研究透過問卷調查以及健康飲食平台學習紀錄進行資料收集，並依照研究目的及變項性質，藉由描述性分析、T檢定、單因子變異數分析、皮爾森積差相關、路徑分析進行統計分析。其研究結果發現：
一、民眾之個人背景變項不同，其飲食態度、行為及反思程度在整體表現上，皆無顯著差異；但就分項而言，年齡層較高的民眾，其飲食態度、行為都較年輕人正向。
二、反思學習介入對民眾之飲食態度、行為及反思程度之表現皆有正向影響。
三、民眾參與健康飲食課程後，女生的健康飲食知識成效優於男生。
四、飲食知識對各依變項皆無顯著關聯；但飲食態度、飲食行為及反思學習間存在顯著之關聯性。
五、反思學習中課程反思任務有助於增進健康飲食態度，而飲食紀錄反思有助於增健康飲食行為，然而對於健康飲食知識沒有顯著影響

最後根據本研究結果進行討論，並提供相關建議，以期營養教育組織與機關在利用反思學習設計相關健康課程時能更有成效，其所花費的成本亦更有價值。

關鍵字：營養教育、反思學習、線上學習、健康飲食

With the changes in the lifestyle of modern people, people’s eating habits are different from the past. Taiwanese people's eating behavior does not reach the standard of balanced diet. Unhealthy eating habits can easily cause obesity and illness.
The purpose of this study is to improve people's nutrtion knowledge, healthy eating attitude and behaviors through healthy eating courses and online learning platform. Refective learning tasks were specially designed and applied in healthy eating courses to change people’s nutrition knowledge, healthy eating attitude and behaviors, and personal reflectiion levels.
In this study, the experiement is conducted on an online learning platform---“Healthy Plate” for one month to 62 participants. Then, data is collected from participants through surveys and system recorded logs. The healthy eating course materials and learning tasks on the platform, “Heathy Plate”, were specially designed by the researchers. It includes multimedia lessons, reflective learning tasks after each lesson, and personal reflective dietary records.
The results of the study are as the following:
1. The pre-test attitudes and behaviors of middle-aged and elderly people are more positive than those of young people, but there is no significant difference in knowledge between different age groups. People of different genders and BMI scores did not have significant differences in pre-test nutrition knowledge, attitudes, and behaviors.
2. Reflective learning has a positive impact on people's attitudes, behaviors and personal reflection levels..
3. After the healthy eating course, women's nutritional knowledge is better than men’s.
4. Nutrition knowledge has no significant correlation with other variables; however, there is a significant correlation between reflective learning and healthy eating attitudes or behaviors.
5. Course reflection tasks after learning lessons help to improve healthy eating attitudes while daily dietary reflection records help to improve personal healthy eating behavior. However, reflective learning has no significant impact on healthy eating knowledge.
Finally, the suggestions for future studies and applications are provided.

Keywords：Nutrtion Education、Reflective Learning、Online Learning、Healthy Eating

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