休閒攀樹之課程設計與學習成效之研究：以臺灣北部某小學為例

本研究以108學年寒假育樂營，8位學生及研究者實施以休閒攀樹融入課程，探討教師以UbD課程設計格式為休閒攀樹設計課程，課程設計由研究者自編教學內容，以休閒攀樹融入課程，編製以學生為學習主體，以十二年國民基本教育課程綱要國民小學階段自然領域，及課程融入環境教育與戶外教育為學習重點，以實際進行休閒攀樹作為課程學習的實踐，透過「前導研究、修正、實施研究、觀察、記錄、再修正」之循環，進行行動研究，探討設計、實施、問題因應與學生的學習歷程。休閒攀樹課程設計、實施及問題因應結果發現休閒攀樹在小學實施具備可行性，UbD 教案格式適用於為攀樹設計課程，課程設計可以依據學生的興趣和經驗不斷地改變與重組，攀樹活動為直接經驗有助於提升學習成效。學生學習的歷程不單只有在教室才能發生也能在戶外學習場域發生，學習的環境與學習的道具均能使教師和學生的行為產生變化，學生的學習應從經驗獲得抽象的知識結構及課堂活動與人、環境互動中獲得知識。學習場域「事件」的發生可創造學生解決問題的能力，教師提問之核心問題有利學生理解學習，教師的教學姿態同時也影響學生追求知識的動力。學生學習歷程發現，攀樹攀爬得越好越能與他人分享他的經驗，更能展現自信心，克服對於高度的恐懼並能投入學習。休閒攀樹課程對學生來說是具有吸引力的，使學生透過自己與他人的經驗學習獲得高層次的知識。核心問題使得師生共同討論產生漣漪，方得學生如交響樂一般的回應，教師應更重視學生間的互動，開啟學生的學習熱忱不會從學習中逃走，進而更深化學習。

關鍵字

休閒攀樹； UbD課程設計；課程實施；學習歷程

並列摘要

In this study, 8 students and the researcher implemented recreational tree climbing in the summer camp of the 108 academic year to explore the use of UbD curriculum design for teachers. Tree climbing was integrated into the curriculum with students as the main body of learning. Since the 12-year National Basic Education curriculum focuses on the field of natural science on the primary school stage, especially on environmental education and outdoor education, the actual leisure tree climbing is the practice of learning. Through the cycle of pilot study, revision, implementation, observation, recording, and second revision, this action research study was able to explore design, implementation, and problem response in students' learning process. The design, implementation and problem response of leisure tree climbing courses found that it is feasible to implement leisure tree climbing in primary schools. The UbD lesson plan format is suitable for designing courses for tree climbing. Tree activities as direct experiences help to improve learning outcomes. The learning process of students occurs not only in the classroom, but also in the outdoor learning. The learning environment and activities can change the behavior of teachers and students. Students' learning should be abstracted from experience. Through knowledge structure and classroom activities, students gain knowledge by interacting with people and the environment. The occurrence of "events" in the learning envoronment can create students' ability to solve problems. The core questions asked by teachers help students understand learning. Teachers' teaching attitude also affects students' motivation to pursue knowledge. It is also found that in the student's learning process, the better the tree climber, the more he ot she can share experience with others, and the more confident he or she can show, the more he or she can overcome fear of heights and be able to devote themselves to learning. Recreational tree climbing course is attractive to students, enabling them to acquire higher-level knowledge through their own and others' experiential learning. The core issues make ripples in the discussions between teachers and students, so that students can respond like a symphony. Teachers should pay more attention to the interactions between students, so that students' enthusiasm for learning will not escape from learning and thus deepens their learning.