解說教育以Q&A作為中介角色對參與態度的關聯性影響

解說教育連結有趣的知性內容，提供充分的顧客參與，發揮觀光專業解說的效能。本研究主旨在分析與探究解說教育歷程中，透過Q&A（問與答）解說設計，對於顧客參與討論態度的影響。本研究以生態解說與文化解說等相關文獻，進行研究；經萃取量化指標後，得以建構本研究結構模型。研究結果發現：一、《生態解說觀光區》與《文化解說觀光區》兩群組之未限定參數、測量係數、測量截距、結構平均數、與結構共變數等五個模式，均可順利收斂識別，且具有跨群組效度；二、解說教育的主題價值之情境設計，過程中分別以Q&A解說的三有風格：有（感）情、有（意）義、有趣（味），以及Q&A解說的功能設計，兩個中介變項檢驗後，其間接效果都大於直接效果；三、解說教育的整體場域氛圍，先導入Q&A解說的功能設計後，再導入Q&A解說的資料不足、無法解答（尚無解）的功能檢驗後，顧客對於Q&A的討論態度，已無法從Q&A解說的討論中，導向正面的觀點；反而對於解決問題的疑慮加深，並且轉變為負向的關聯性影響；四、解說教育的創意廣度，對於顧客參與討論態度的影響中，同樣先導入Q&A解說的功能設計後，再導入Q&A解說的資料不足、無法解答（尚無解）的功能檢驗後，讓總效果值趨於正負臨界值的均衡點，並呈現正負拉踞的態勢。

關鍵字

解說教育；生態解說；文化解說；三有風格； Q&A解說功能

並列摘要

Educational interpretation is providing knowledgeable tourism that makes participations of customers as a pleasurable journey. The study was explored the Q&A interfering variable for educational interpretation that impacted participating attitude of customers. The areas of eco-tour and cultural-tour with educational interpretations were examined five constructional models: Unconstrained model, Measurement weights, Measurement intercepts, Structural means and Structural covariance. The results indicated that both of areas showed five constructional models in ＂OK＂ fit the literature theory of the study hypothesis. The two interfering variables of this study, ＂the three interpreted styles＂ and ＂Q&A interpreted functions＂, were demonstrated their effectively interfering powers. These interfering powers made indirect impact larger than direct impact when applied in the theme value, wholeness field design, and in creative width variables for customer participation attitude. The study also depicted that Q&A interpreted functions with data insufficient or no answer were made participation attitude with discussion to lead into uncertainty situation which the direct and indirect impacts were ended up in a draw.