高中學校本位「探索教育」課程對高中學生「團隊合作」實踐效能之研究

＂喜樂高中＂辦理特色課程範疇進行「探索教育」課程規劃，其目的包括：一、探討「探索教育」課程目標與架構。二、探討「探索教育」課程實施歷程與困難因應。三、學生參與「探索教育」課程中及參與後，對於「團隊合作」實踐效能及對學生心態的影響。＂喜樂高中＂的「探索教育」課程發展，要從「課程活動化、活動課程化」談起，認知型的課程，如語文、數學、物理、化學、歷史、地理等科目，本是教育最終認知效果的檢驗。但室內課以講述為主的授課方式，常會流於呆板、單向且制式的知識傳授，又因成效要求而衍生出逼迫學習的行為，這來自指導層面的逼迫或學習者的自我要求，都難免導致對興趣與創意的限制，除非活化課程設計，改變教學方式，善用教材，如此才能在培養興趣，刺激創意上得到學習效果，這是「課程活動化」概念的緣起。本研究方法重點在於參與及訪談，本校特有探索教育課程，有別於一般學校，在發展的過程中嘗試過許多的項目，並與專營探索教育課程事業機構發展出互相配合關係，即學校提供規劃想法及概念，交由執行團隊付出執行，並於執行結束提交成果，由學校針對執行結果進行考核及評鑑，在學務及導師會議中提出獎勵及改善計劃，為次年課程承辦時之參考。研究的內容，包括在情意及技能型之課程設計，以活動課程在於藝術、體能相關科目上的規劃為藍圖，在學校，除了有藝術專長或體育專長的學生，會因為將來的升學，如報考音樂、美術或體育等相關科系而有所重視外，一般學生會因為不考試而忽略課程的重要。因此，學校為使學生五育均衡發展，不獨徧智育，乃發展「活動課程化」的課程概念，指導各領域教學研究會研發課程項目，評估可行性，於活動課程執行完畢實施評鑑，使活動成為有系統的課程，讓學生產生興趣進而參與活動。本研究結論在於「群育」即「品德教育」的內化程度及實踐，「群育」受到學校及學生家長普遍的重視，因此，在活動課程中加入群我的元素，刻意營造「團隊生活」，啟發同儕間的互助合作，並能增進個人的自信心及問題解決能力、人與人對事的溝通能力、信任與尊重、負責任不輕言放棄、感恩惜福、對生命的尊重。學校辦理「探索成長營」，運用「探索教育」課程項目如溯溪、泛舟、定向越野、營火晚會等，讓學生以體驗學習方式延伸至團隊的重要，進而內化成為生活的實踐。

關鍵字

探索教育；團隊合作；探索成長營；活動課程化

並列摘要

"Joy High School" handles the curriculum of " Experiential Learning Course " in the course of special courses. Its objectives include: 1.Explore the objectives and structure of the " Experiential Learning Course " course. 2.Explore the implementation process and difficulties of the " Experiential Learning Course " curriculum. 3.The impact of students' participation in the " Experiential Learning Course " course and participation on the effectiveness of "teamwork" and the mentality of students. The development of the " Experiential Learning Course " course of "Joy High School" should start from "course activity and activity curriculum". Cognitive courses, such as language, mathematics, physics, chemistry, history, geography, etc., are the ultimate in education. Test of cognitive effects. However, the lectures based on storytelling in the indoor class often flow in a rigid, one-way and systematic knowledge transfer, and the behavior of forced learning is derived from the requirements of the performance. This comes from the persecution at the instruction level or the self-requirement of the learner. It is inevitable to lead to restrictions on interest and creativity, unless the curriculum design is changed, the teaching methods are changed, and the teaching materials are used, so that the interest can be cultivated in cultivating interest and stimulating creativity. This is the origin of the concept of "course activity". The research method focuses on participation and interviews. The school has a unique exploration education course. It is different from the general school. It has tried many projects in the process of development, and developed a cooperative relationship with the franchise education institutions, that is, the school provides planning. Ideas and concepts are handed over to the executive team for execution, and the results are submitted at the end of the implementation. The school evaluates and evaluates the results of the implementation, and presents incentives and improvement plans in the academic and mentoring sessions for reference in the next year's course. The content of the study, including the curriculum design of affection and skill type, is based on the planning of the activity curriculum in the subjects of art and physical fitness. In the school, students with artistic expertise or sports expertise will be enrolled in the future because of the future study. In addition to the importance attached to music, art, or sports, the general student will ignore the importance of the course because they do not take the test. Therefore, in order to promote the balanced development of students' five-education, the school has developed the curriculum concept of "activity-based curriculum", guided the research and development of curriculum projects in various fields, evaluated the feasibility, and implemented evaluations after the implementation of the activity curriculum. Activities become systematic courses that allow students to generate interest and participate in activities. The conclusion of this study is the degree of internalization and practice of "group education", that is, "character education". "Group education" has been widely valued by schools and parents of students. Therefore, the elements of my group are added to the activity curriculum to deliberately create "team life." Inspire peer-to-peer mutual cooperation and cooperation, and enhance individual self-confidence and problem-solving ability,human-to-human communication ability, trust and respect, responsibility not to give up, gratitude, and respect for life. The school handles the "Exploration of Growth Camp" and uses the "Exploration Education" curriculum projects such as river rafting, rafting, orienteering, campfire evenings, etc., so that students can extend the importance of the experience to the team and then internalize into the practice of life.