本研究旨在瞭解屏東縣國小教師運用國家森林遊樂區進行戶外教學的認知、需求及意願之現況,並分析教師的不同背景在認知、需求及意願上之差異情形,以及認知與需求之相關情形。本研究採用問卷調查法,以分層隨機抽樣方法對35所屏東縣境內公立小學發出510份問卷,回收有效問卷430份。所得資料經由SPSS17.0中文版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析及皮爾森積差相關分析,再依據分析討論結果,歸納本研究結論如下: 一、屏東縣國小教師對「森林生態資源」有很好的認知,並對於森林保育有助於保存生物多樣性有很高的認同。 二、屏東縣國小教師在運用國家森林遊樂區進行戶外教學的需求上,以對「園區管理單位」提供介紹園區自然生態知識之網頁和手冊,以及提供專業解說導覽服務的需求最高。 三、屏東縣國小教師運用國家森林遊樂區進行戶外教學意願很高,地點選擇的考慮因素主要為「地理交通方便」次為「教學資源豐富」及「熟悉園區生態」。 四、年齡、任教年資、擔任職務、是否任教過自然、班級人數、國家森 林遊樂區的旅遊以及運用經驗,影響教師運用國家森林遊樂區進行戶外教學的認知。 五、擔任職務、主要任教年段、班級人數及運用經驗,影響教師對運用國家森林遊樂區進行戶外教學的需求。 六、擔任主任職務、任教過自然、以及有運用經驗的教師對運用國家森林遊樂區進行戶外教學有較高的意願。 七、屏東縣國小教師對運用國家森林遊樂區進行戶外教學的認知愈高,對相關單位的需求也愈高。
The purpose of this study is to understand the cognitions, needs, and intentions of Ping-Tung county elementary teachers implementing outdoor education in national forest areas, and then analyzing the difference, relationship based on teachers’ background variables. A questionnaire was developed by researcher. The 510 subjects of 35 schools were drawing from all of Ping-Tung county elementary schools by stratified random sampling method. The 430 valid questionnaires were processed by SPSS 17.0 package software for descriptive statistics, independent-sample T test, one way ANOVA, and Pearson product-moment correlation coefficient. According to the result of statistic analysis, the researcher concludes the following: 1. The overall cognitions of Ping-Tung county elementary teachers implementing outdoor education in national forest recreation areas are well. The subjects strongly agree that forest conservation is good for biodiversity. IV 2. The researcher finds that Ping-Tung county elementary teachers made higher demands on forest area official agencies to supply webpage, brochure and navigating service for introducing area’s ecological knowledge when they implementing outdoor education in national forest areas 3. The intentions of Ping-Tung county elementary teachers implementing outdoor education in national forest areas are strong. The main consideration of selecting target area is geographic and traffic convenience, the next is instructional resources supporting and familiarization of ecology system in the target area. 4. The cognition of implementing outdoor education in national forest areas is affected by teacher’s age, teaching experience, school position, if teaching science, class student’s amount, and implementing experience. 5. The demand of implementing outdoor education in national forest areas is affected by teacher’s position, main teaching grade, class student’s amount, and implementing experience. 6. Teacher who had been an office administrator, taught nature science, or implemented experience has higher intention of implementing outdoor education in national forest areas. 7. The higher cognition of implementing outdoor education in national forest recreation areas of Ping-Tung county elementary teachers, the more demand on relative agencies. Keywords: National Forest Areas, Outdoor Education, Cognition, Need, Intentions.