國民中學戶外教育課程實施對學生素養導向學習影響之研究-以新北市偏鄉某國中為例

本研究旨在探討戶外教育對學生之素養學習成長的可能性，具體目的主要是透過研究戶外教育的歷程，並依結果作為精進戶外教育課程的基礎，協助學生素養學習成長。本研究以貝斯特國民中學的學生為研究對象，研究內容主要以學校戶外教育課程為主，其包含戶外教育課程，里山課程、里川課程與里海課程，冀求以研究者親身參與觀察的第一手資料以及師生的個案訪談資料與心得且透過學生問卷調查，來分析學生參與戶外教育的經歷中其素養學習的成效。本研究以實證作為研究的基本態度，國中生時常給人具活力的、衝動的、自我中心等特質，這些特質容易使人產生特定的立場，這對於觀察、分析、訪談一個經驗而言，容易有過多的預設而使研究的結果產生偏誤。更開放、不預設立場的態度，非常適合作為本研究觀察國中學生意涵的基本素養態度。根據本研究發現歸納出以下五點結論：一、戶外教育對偏鄉國中生學習經驗具正向影響；二、戶外教育對偏鄉國中生發展素養導向具正向影響；三、參與戶外教育的次數顯著影響素養導向中的「社會參與」；四、偏鄉戶外教育資源有待協助；五、偏鄉跨領域戶外教學或與專業人士共教仍有待加強。根據上述結論，本研究對於偏鄉戶外教育課程之建議有六點：一、編列經費補助偏鄉學校發展戶外教育；二、師資培育系統增加戶外教育學程；三、持續擴充戶外教育知識交流平台內容；四、結合鄰里資源打造永續戶外教育環境；五、善用教育資源，豐富跨領域學習內容；六、開放讓學生參與規劃，落實素養導向學習。

關鍵字

戶外教育；素養導向學習；課程實施；課程評量

並列摘要

The purpose of this study is to explore the possibility of outdoor education on students' competency-based learning and growth. The specific purpose is to help students'competency-based learning and growth by studying the process of outdoor education and using the results as the basis for improving outdoor education courses. This study takes the students of Best National Junior High School as the research subjects, and the research content mainly focuses on the school's outdoor education courses, which include outdoor education courses, Satoyama courses, Satogawa courses and Caspian sea courses. First-hand data and case interview data and experience of teachers and students are used to analyze the effectiveness of students' literacy learning in the experience of participating in outdoor education through student questionnaires. The empirical research is used as the basis in the study. Junior high school students are often characterized by vitality, impulsiveness, self-centeredness, etc. These characteristics can easily lead to a specific position, which is easy to observe, analyze, and interview. There are too many assumptions and the results of the study are biased. An attitude that is more open and does not presuppose a position is very suitable as a basic literacy attitude to observe the connotation of junior high school students in this study. According to the findings of this research, the following five conclusions are summarized: 1.Outdoor education has a positive impact on the learning experience of middle school students in remote rural areas; 2. Outdoor education has a positive impact on the development of literacy orientation of middle school students in remote rural areas; 3.The frequency of participation in outdoor education significantly affects the "social participation" in literacy orientation; 4.Outdoor education resources in remote villages need assistance; 5.Cross-field outdoor teaching in remote villages or co-teaching with professionals still needs to be strengthened. Based on the above conclusions, this research has six suggestions for outdoor education courses in rural areas: 1.Allocate funds to subsidize rural schools to develop outdoor education. 2.Increase outdoor education courses in teacher training system. 3.Continue to expand content on outdoor education knowledge exchange platforms. 4.Combine neighboring resources to create a sustainable outdoor education environment. 5.Make good use of educational resources to enrich cross-domain learning content. 6.Allow students participate in planning and implement Competency-based learning.