通識海洋冒險體驗課程參與者情緒經驗之研究

本研究目的在探討大學通識海洋冒險體驗課程學生情緒經驗與教學活動間的關聯性，以及授課教師對於學生情緒經驗所做的反思與回應。本研究採立意取樣，以一所大學開授之「戶外歷險與探索」課程的43位修課學生為對象，課程安排包含學科知識講解、平靜水域動作技能學習，以及海洋冒險體驗學習。海洋體驗學習活動中，學生參與了全天SUP／獨木舟、半天衝浪以及二天一夜衝浪露營等三個活動，研究者帶著相機、攝影機、與筆記本全程參與課程，進行參與式觀察。於每一次活動前後進行情緒問卷的施測，並蒐集學生於每次活動後所撰寫的心得。以二因子變異數分析及探索性因素分析進行資料分析。獲得以下結論：（一）在這門課的海洋冒險活動中，期待、愉悅、興奮、有趣、感恩與自在等情緒是學生經驗較強的情緒，從深刻經驗的頻次而言，疲累、成就感、感恩、滿足、愉悅、遺憾、期待、有趣、興奮、挫折感及安全感則是較常被提及的學習情緒。（二）從事海洋冒險體驗活動前後，學生有明顯的情緒轉折。他們在活動後獲得了較強的愉悅與成就感，但同時也經驗更多的疲累與挫折感。（三）教學者針對課程實踐歷程提出了課程價值、教學設計以及課程時間安排與內容規劃等面向的反思。

關鍵字

戶外歷險；課程實踐；教學反思；學習情緒

並列摘要

The purposes of this study were to explore the emotional experiences of college students during the learning activities of an adventure course offered in a university general education curriculum, to examine the relationship between the learning emotions and the learning activities, and to reflect upon the teaching practices by examining those relationships. Forty-three college students who enrolled in the ＂Outdoor adventure and exploration＂ course participated in this study. Students learned SUP, ocean canoeing, and surfing through a ＂classroom-calm water-open water＂ learning paradigm. Three major open water activities, including a one-day SUP/canoeing, a one-afternoon surfing, and an over-night surfing camp were arranged during corresponding semester. Methods such as participating observation, survey, and student learning logs were used to collect data on students' learning emotions. It is concluded that, a) Expectation, enjoyment, excitement, interesting, thanksgiving, and easy-going were among the most frequently experienced emotions, and tiresome, achieving, thanksgiving, satisfaction, enjoyment, regret, expectation, interesting, excitement, frustration, and security were among those most significantly experienced emotions. b) Emotions experienced before and after these activities manifested significant shifting in that students experienced stronger enjoyment and achievement after those learning activities, but they also experienced stronger tiredness and frustration after the activities. c) The instructor reflected on his own instruction on course value, course management, and instructional design accordingly.