冒險教育在國中實施之個案研究

A Case Study of Adventure Education Implemented in Junior High School

李郁蕙(Yu-Huei Li)

《運動知識學報》 18期 (2021/07) Pp. 11-24

摘要

緒論：冒險教育是體驗教育中的其中一門，強調象徵性的冒險活動，這些活動涉及信任感、風險、問題解決、合作與挑戰。研究學校以冒險教育作為學校課程，期待學生透過此課程能達到不同面向的學習。目的：旨在探討個案學校以冒險教育作為學校課程之學生學習體驗及成效。方法：採質性研究方式，以Kolb之體驗學習圈作為架構設計訪談大綱，立意取樣個案學校參與冒險教育課程之學生共九位，以班級分三組進行焦點團體訪談，並透過四個向度檢視學生之學習。結果：研究學校之學生在體驗過程中能投入課程、感受到愉悅，並能從中觀察自己或是他人的突破，並肯定此課程與一般課程之不同。在學習成效上，研究學校之學生在於生活效能、活動特定知識或技能上有較顯著的成果，而自我概念及身體適能則較無明顯成效。結論：冒險教育對參與者有一定成效，若能在課程設計與引導反思上導向教學目標，更能提升冒險教育之成效。往後研究者將修正原先課程並進一步探討成效之改變，期待將課程精進，使參與者有更佳的學習體驗。

關鍵字

體驗教育 ； 探索教育 ； 體驗學習圈

並列摘要

Introduction: Adventure education is one of experiential education, emphasizing symbolic adventure activities. These activities involve trust, risk, problem solving, cooperation and challenge. Case school takes adventure education as the school curriculum, and expects students to achieve different aspects of learning through this curriculum. Purpose: To explore the learning experience and effectiveness of case school using adventure education as the school curriculum. Method: Adopting a qualitative research method and using Kolb's experience learning circle as the framework to design the interview outline. The school intends to sample a total of nine students participating in the adventure education course. The class is divided into three groups to conduct group focus interviews, and through four dimensions Review student learning. Conclusion: Adventure education has a certain effect on participants. If it can guide the teaching goals in curriculum design and guiding reflection, the effect of adventure education can be improved. In the future, the researcher will revise the original course and further explore the effect of the change, looking forward to refine the course so that participants have a better learning experience.

並列關鍵字

Experiential Education ； Exploratory Education ； Experiential Learning Circle