體驗式教學對休閒農場專業課程之學生學習影響研究

The Effect of Experiential Learning toward Recreational Farm Courses

黃資婷(Tz-Ting Huang 黃資婷)

指導教授 ： 蕭登元

共同指導教授 ： 梁榮達(Rong-Da Liang 梁榮達)

國立高雄餐旅大學/觀光學院/旅遊管理研究所在職專班/碩士(2014年)

https://doi.org/10.6825/NKUHT.2014.00058

摘要

因整體經濟環境改變，觀光產業為政府主要發展之產業，各大專院校的觀光科系也如雨後春筍般增加，近年來，觀光休閒農業逐漸蓬勃發展，產值日益增加，卻缺乏相關專業人才。本研究目的在於探討學校的休閒農場專業課程在加入體驗式教學學生後對休閒農場的產業認知的影響。
本研究利用實地實驗法，帶領國立高雄餐旅大學休閒暨遊憩管理系學生，選修及未選修之學生至某農場參與體驗式教學課程，並於參與體驗式教學前後，分別填寫相同休閒農業產業認知問卷，採取獨立樣本t檢定、成對樣本t檢定及變異數分析法，分析選修及未選修休閒農場課程之學生在參與實務訓練前後對休閒農場產業認知差異之研究，以SPSS統計軟體作為處理資料分析之工具。
本研究以有選修休閒農場專業課程之學生25位，與未選修休閒農場專業課程之學生35位，經分析後，有效樣本為有選修課程23位，未選修課程32位，共55位。經由研究顯示，選修與未選修休閒農場專業課程對於休閒農場產業認知無顯著差異，推測實驗對象為休閒系的學生，故對休閒農場產業認知在參與實務訓練後無顯著差異；學生在參與體驗式教學後對於休閒農場產業認知在「社會地位」與「未來承諾」部分有顯著差異，表示體驗式教學有助於學生提升社會地位的認同，對未來產業有更明確之方向；有選修的學生在參與體驗式教學後對於「個人滿足與價值」、「服務心態」及「未來承諾」部分認知降低，表示有選修課程之學生在參與體驗式教學後對未來從事休閒農業的意願較低；而未選修的學生在參與體驗式教學後對於「社會地位」、「服務心態」、「個人滿足與價值」及「未來承諾」部分認知有明顯提升，表示未選修的學生在參與體驗式教學後對未來從事休閒農業產業的意願較高。

關鍵字

休閒農業 ； 體驗式教學 ； 課程規劃 ； 實驗設計

並列摘要

Due to changes in the overall economic environment, the development of the tourism industry has mushroomed in recent years and as a result, the government has reprioritized leisure agriculture tourism strategies in tertiary institutions. However, as tourism and leisure agriculture is increasing output, there is a lack of suitable professionals to meet this growing demand. The purpose of this study is to investigate leisure studies students who have taken agricultural experiential learning courses with those students who have not taken these experiential learning courses. This main objective of these experiential learning is to raise awareness of the leisure agriculture industry.
The Department of Leisure and Recreation in (NKUHT) had all the students participate in a farm experiential learning courses research. The university student research participants were asked to fill out a pre- and post-course experiential learning leisure agriculture industry questionnaire. Independent samples t -test, paired sample t-test and ANOVA analysis were used to analyze the cognitive differences between the two groups.
In this study, 25students chose to attend the elective Recreational Farm Course while 35 students chose not take the elective Recreational Farm Course. After analysis, the effective sample was 23 and 32, totaling 55 samples. The study shows there was no significant difference between both groups. There was a significant difference for students who participated in the experiential learning Recreational Farm Course for leisure Farm industry cognition “social status” and “future commitments ". Meaning that experiential learning helped students improve recognition of recreational farm social status, and it also revealed a clearer direction for future industry career. The students who attended in the elective Recreational Farm Course showed a low willingness to engage in leisure agriculture in the future and had low scores " personal satisfaction and value ," " service mentality " and " future commitments ". The students who chose not to take the elective Recreational Farm Course had a higher “social status ", “service mentality ", " personal satisfaction and value " and were more willing to have “future commitment ".

並列關鍵字

Leisure agriculture ； experiential learning ； curriculum planning ； design of experiments

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