校外教育教學的認知、學習態度、學習滿意度對國小學童學習成效之影響

The Effects of Outdoor Pedagogy Cognition, Learning Attitudes, Learning Satisfaction on Learning Outcome of Elementary School Students

葉子明(Tsu-Ming Yeh) ； 白凢芸(Fan-Yun Pai) ； 張維茜(Wei-Chien Chang)

《運動與遊憩評論》 10期 (2022/01) Pp. 1-29

摘要

學生的學習不再侷限在校園內，校外教育教學已成為國小的例行性活動之一。本研究探討國小學童參與校外教學的認知、學習態度和學習滿意度對學習成效影響。本研究以參與校外教育教學的國小學童為研究對象，採用問卷調查法共回收有效問卷599份。研究結果發現學童在校外教學認知、學習態度、學習滿意度與學習成效具有部分顯著差異。其次，校外教學認知、學習態度、學習滿意度與校外教學學習成效有顯著正相關。校外教學認知、學習態度、學習滿意度對校外教學學習成效皆具有顯著的影響，其中，學習態度對學習成效最具影響力。由此可知學習態度是影響國小學童校外教學學習成效的主要關鍵。

關鍵字

校外教育教學 ； 認知 ； 學習態度 ； 學習滿意度 ； 學習成效

並列摘要

The purpose of this research was to explore and discuss the effects of cognition, learning attitudes, learning satisfaction on learning outcome of elementary school students' outdoor pedagogy. This research's main objects of this study were elementary school students who learned at School Students' outdoor pedagogy. With 599 valid copies retrieved, the returning rate was 92%. Through the statistical analysis, the following findings were conducted: First, there was a significant differences of some statistical population variables on cognition, learning attitudes, learning satisfaction and learning outcome among elementary school students with different personal backgrounds. Second, the result of cognition, learning attitudes, learning satisfaction and learning outcome revealed positively correlated. In cognition, learning attitudes, learning satisfaction have positive impacts on learning outcome. Overall, learning attitudes is the most influential factor on learning outcome. Learning attitudes is the key element to the learning outcome of elementary school students.

並列關鍵字

Outdoor Pedagogy ； Cognition ； Learning Attitudes ； Learning Satisfaction ； Learning outcome