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戶外冒險教育課程效益之影響因素探究
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| 作者 |
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張智勝 |
| 學校系所 |
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國立體育學院休閒產業經營學系碩士班 |
| 地點 |
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全臺 全部
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| 研究內容 |
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[ 摘要 ]
發展戶外冒險教育課程之因，是為幫助人能夠適應所處環境。課程目的從戰爭時的求生，延伸為透過冒險達到個人成長，應用至生活中。過去研究發現戶外冒險教育課程確實產生許多效益，並開始好奇於影響個人改變的因素。研究者參考過去整理的影響因素，提出影響因素簡化模式，顯示五類影響因素為「團隊」、「實體環境」、「指導員」、「參與者」，以及「課程」。
本研究對象為參與「花蓮縣教育局原住民學生戶外冒險教育課程」的花蓮縣各地國中、小教師及其認輔學生，共十六位，進行質性研究。並以參與式觀察、訪談、問卷、日誌，以及會議錄音收集資料，檢視簡化模式提出的五個因素外，也尋找其他可能類別或細節、和既有理論之關係。
研究分析由課程效益切入，呈現對照因素。研究結果除發現相似於簡化模式意涵的「團體」、「自然」、「指導員」、「個人」，以及「課程內容」五類因素之外，也發現「親身體驗」、「正向肯定」二種新因素。這些因素中更細分參與者反映的歷程本質。
研究討論這些影響因素之間呈現的連結與意涵後，認為研究結果豐富了過去理論發現的影響因素內涵，也提供指導員明確參考依循。並依據研究結果，給予後續研究以及戶外冒險教育指導員、課程設計者一些建議。最後，研究者針對在本研究過程中，資料收集、分析階段的作為進行反思。
[ 英文摘要 ]
Outdoor adventure education (OAE) programs are developed for helping people adapting to conditions they meet. The goal of the programs also transformed from seeking survival to enhancing personal growth through adventure and applying it to one’s living. In past research, we could see many benefits from OAE programs and were starting to interest in what are the factors cause personal changes. In researcher’s simple model which stands on past findings of influence factors, shows five categories of factors, they are “team”, “physical environment”, “instructor”, “participant” and “course”.
The participants of this qualitative research are who engage in “Bureau of Education Huallien County Native Students Outdoor Adventure Education Program”. They are elementary or junior high students and tutors from different area in Huallien County, and amount to sixteen. The research data is collected by participative observation, interview, questionnaire, journal, and sound-recording in meetings. The research not only views the five factors in simple model, but also intends to find other category, detail factor, and relationship among existing theories.
The research analysis discovers benefits of the program first, and then looks for the corresponding influence factors. The result shows five categories of factors which have the similar meaning with factors within simple model: “group”, “nature”, “instructor”, “personal”, and “course content”. Besides the five, also find two new results: “direct experience”, “positive confirmation”. Beyond each category, the detail factors reflect the nature of “process” which response from the participants.
The result of this study not only enriches the contents of existing theories, also provides instructors concrete resources to stand on after discussing the connection and meaning of the influence factors. In last chapter, this research provides some suggestions for continuing research, outdoor adventure education instructors, and program designer. Finally, researcher has some reflection on data collection and analysis.
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