離島體驗學習對博雅課程教育目標與敘事表現的影響：馬祖行動研究分析

在臺灣，博雅課程的實施，受到諸多因素的影響，使得大學生對於博雅課程的重視和投入程度不高。同時，臺灣既有對博雅課程的行動研究，仍存在缺乏對馬祖離島進行體驗學習的研究。準此，本文旨在將馬祖體驗學習導入博雅課程中，以探究體驗學習對於大學生學習目標和敘事表現的影響。本研究將修課學生分為「有到馬祖體驗學習」和「未到馬祖體驗學習」兩組，使用行動研究方法分析兩組學生在教育目標和敘事表現是否具有差異。本文有以下研究結論：首先，在記憶、理解及創造層次的教育目標，有到馬祖歷經體驗學習的大學生學習成果表現較完整，對社區問題提出之解決方案也較具體。其次，在敘事表現方面，有到過馬祖體驗學習的大學生的用字精確性、景點文字描述長度、創意產品發想文字感性程度及對景點描述的用字複雜度較佳。大學生不僅對於社區生活機能、遊客需求等問題描述較具體，在課程收穫和特定村落喜好原因的論述更豐富。最後，本文認為在博雅課程中導入遠離學校的社區體驗學習活動，有助於提高大學生的課程投入程度及跨領域實踐能力。這不僅能促進大學生達成較高層次的教育目標，和社區連結的創意發想與敘事表現也較佳。

關鍵字

博雅課程；教育目標；體驗學習；敘事表現；馬祖

並列摘要

The implementation of liberal arts education in Taiwan is influenced by several factors. Some negative factors lead to university students' weak motivation and low engagement in taking liberal arts courses. Meanwhile, very few studies investigate the effectiveness of experiential learning in offshore islands through action research. Therefore, this article aims to examine the influences of experiential learning on university students' educational objectives and narrative performance via introducing experiential learning in Matsu Islands. Students who took the liberal arts course taught by the researchers were divided into two groups based on the fact whether they receive experiential learning in Matsu Islands or not. This study compares their differences of learning on educational objectives and narrative performance via an open-ended questionnaire in the end of the semester. The results of this research show that: Firstly, the students who received experiential learning in Matsu, provide comprehensive performance and propose concrete solutions for community's problems. In addition, regarding narrative performance, the students who received experiential learning in Matsu, show the better performance on the accuracy of the words, the length of the description of the scenic spot, the sensitivity of the creative product creation text, and the complexity of the character used for the description of the scenic spot. Not only do the university students describe more concretely about community life functions, tourist needs and other issues, but the students also have a richer discussion on the lessons learned and the reasons for the preferences of specific villages. Finally, this article points out that the introduction of experiential learning in liberal art course can help improve university students' level of participation and interdisciplinary practical ability. This not only promotes university students to achieve higher educational objectives. It helps them performs better in creative thinking and narrative performance when connected with the community.