臺北市國民小學推動體驗教育之研究 ─以竹夢實小為例

從研究者自身參與體驗教育之經驗出發，以及108學年度起推行之素養導向教學，本研究以質性的文件分析、觀察與訪談三種研究方法，探討臺北市竹夢實小推動體驗教育的歷程，並將體驗學習圈與品管循環圈交疊，分別探討學校層級與教師層級推動之經驗。研究結果指出竹夢實小首先確立「以生為本」的核心價值，接著型塑「體驗→有感→提問→學習」的竹夢體驗學習模式，讓學生完整參與螺旋式體驗教育活動並在活動中進行引導，使學習產生螺旋向上之效；然後以行政層面的外部評鑑和教學層面的內部評量結果，搭配實驗小學之彈性調整權限進行後續調整，成為竹夢實小的循環推動歷程。以體驗教育理論對照竹夢實小之教學實務發現，訂定「學生中心」的理念為應用體驗學習之基礎，而體驗學習的螺旋式課程設計與過程中的機會教育最能夠帶來學習效益；此外，庫柏（Kolb）的體驗學習圈雖為當前最被廣泛使用的體驗教育模式，但並非學校或教師推動體驗教育之唯一參考，且不能忽略學生的個人發展對學習成效的影響，不過，透過體驗活動中的情意引導，實為培養學生核心素養之良方。對於未來欲推動體驗教育之學校與教師，本研究建議行政端與教學端一同形成理念、進行整體規劃，並秉持體驗教育的精神與原則進行推動，再以具體經驗作為實作檢核，進而反思、作出後續的調整與修正；推動之初建議從核心團隊開始推動，再逐步推廣至全校，過程中務必維持面對面與雲端工具等溝通管道暢通。

關鍵字

體驗教育；品管循環圈；個案研究；實驗教育；主題式教學

並列摘要

With the researcher's own experience of participating in experiential education and the literacy-based instruction since the 2019 school year, this study explores the course of implementing experiential education in an elementary school in Taipei with three qualitative research methods: document analysis, observation, and interview. Experience of implementing experiential education will be discussed from both school and teachers’ levels through the framework of the experiential cycle and PDCA cycle. The findings show that the elementary school first established the core value of ‘‘student center.’’ It then shaped the experiential learning model as ‘‘Experience → Feeling → Questioning → Learning,’’ to let students fully participate in the experiential learning spiral and be facilitated at the same time. This would lead to the spiral upward effect of learning. Finally, through the implementation of external evaluation of administration and internal evaluation of teaching, and the flexibility of being an experimental school, it makes it possible for the school to adjust those courses in time. This whole process became the elementary schools’ implementing cycle. Compared with experiential education theory and the elementary school’s practice, the concept of ‘‘student center’’ was the basis of applying experiential learning. Besides, the spiral curriculum design and the teachable moment in the process could bring out the best learning effect. While Kolb's theory is the most widely used experiential education model currently, it’s not the only option for schools or teachers to do experiential education. The influence of students' personal development on learning effectiveness couldn’t be ignored, either. However, facilitated students’ affective domain could cultivate their core literacy appropriately. For schools and teachers who want to promote experiential education in the future, this study recommends the administrators and the teachers should form the core concept and make the overall plan together, implement the plan with the spirit and principles of experiential education, and use the concrete experience as performance evaluation, and then reflect on the adjustments. At the beginning of the process, it is better to start with the core team and then gradually include the whole school. It is also necessary to keep both face-to-face and online communication smoothly.