本研究主要在探討不同教學法對高中生游泳能力影響之研究。研究對象以新竹市某高中一年級從未參加過游泳課程的學生共九十位，男、女生各四十五位。本研究採實驗設計，以教學影片及意象練習輔助教學，共有一般教學、媒體輔助教學及媒體及意象輔助教學三種教學型態，透過研究者設計的游泳教學課程，進行教學。從學生的游泳距離及換氣次數的資料，以描述統計、相依樣本t檢定、單因子變異數分析及二因子變異數分析法處理，比較不同教學法、性別、體型對高中生游泳能力的影響。研究結果如下：
一、六週的游泳教學能提昇學生在水中的閉氣能力。
二、不同教學法對高中生游泳能力的影響達顯著差異。三種教學法皆能提昇高中生的游泳能力，而媒體輔助教學及媒體及意象練習輔助教學對於提昇高中生游泳能力的成效是相同的，且較一般教學更有成效。
三、高中男、女學生，在學習游泳能力的表現上未達顯著差異。
四、不同體型的高中生，在學習游泳能力的表現上未達顯著差異。

　　The purpose of this study was to understand how different teaching methods make impacts on the swimming capability of senior high school students. The research targets 90 freshman students who never have taken swimming course in one of Hsinchu city senior high school, 45male and female students respectively.
　　Designed experiments are applied to this study. The swimming course that uses instruction video and image-assisted method contains three instruction groups, traditional, media-assisted and media with image-assisted. The data of breathing times and swimming distances are analyzed with descriptive statistics, one-way ANOVA and two-way ANOVA. That also compares the influences on the swimming ability of senior high school students with different methods, gender and body type.
The results show that:
1.After a six-week learning, students will be able to prolong their breath-holding ing the water.
2.There were significant differences between the different teaching methods.
3.There was not significant differences between the different teaching methods and students genders.
4.There was not significant differences between the different teaching methods and students genders and different types.