無痕山林種子教師課程發展之研究-以臺灣地區為例

A Study of Curriculum Development of Leave No Trace Trainer course in Taiwan

廖奕璿(Yi-Hsuan Liao)

指導教授 ： 蔡居澤

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2011年)

摘要

本研究旨在探討美國無痕山林（Leave No Trace）課程理論基礎與架構，並找出適合臺灣環境及文化的無痕山林種子教師課程。
臺灣由於休閒意識抬頭，進出山林人口增加，隨之而來的是環境問題。為因應此問題，林務局在2006年正式引入美國無痕山林課程來臺灣進行教育及推廣。此課程大多沿用美國無痕山林課程架構與模式，但臺灣環境文化與美國不盡相同，因此藉由整理美國無痕山林課程理論基礎與架構，並依此架構探討適合臺灣環境文化之課程是本研究目的。為聚焦研究問題，且基於臺灣現況，因此選擇種子教師課程發展為主要範疇。
　　本研究之研究方法採用文獻分析及德懷術問卷調查，透過文獻整理出美國無痕山林課程架構和理論基礎；透過德懷術問卷收集學者專家之意見，以探討出適合臺灣之種子教師課程。本研究經由專家推薦與書信邀請後，共21位對臺灣山林環境有深入觀察與研究之無痕山林高階教師、環境教育專家學者、臺灣山林使用相關組織成員，來當作本研究之德懷術諮詢委員。
　　經過兩回合德懷術問卷往返後，發現諮詢委員意見趨於集中，因此結束問卷調查。根據研究結果，整理出適合臺灣環境的課程目標與內容。就課程目標而言，分成課程總目標和認知、 情意、技能目標；就課程內容而言，分成七大準則內容，以及課程內涵。
　　研究發現，美國無痕山林課程主要是建立在環境教育的基礎上，以體驗教育的方法來進行教學，產生學習成效。而無痕山林課程是採目標模式中的逆向設計模式來進行發展，首先透過確認期望的學期結果，接著決定可接受的學習結果，最後設計學習經驗及教學活動。
根據研究結果與發現，針對無痕山林種子教師之課程發展、推廣以及對後續研究予以建議。

關鍵字

無痕山林 ； 課程發展

並列摘要

This study aimed to explore the U.S. Leave No Trace curriculum development theory and architecture. And trying to figure out what kind of Leave No Trace course is best for Taiwan's environment.
Taiwan consciousness as recreation and hiking became popular, followed by environmental issues. In response to this problem, the Taiwan Forestry Bureau officially introduced in the U.S. Leave No Trace courses to Taiwan for education and promotion at 2006. The courses mostly followed the U.S. Leave No Trace curriculum framework and models, but the problem is that cultural environment of Taiwan and the United States is different. Therefore, by finishing the U.S. Leave No Trace curriculum theory and architecture, the structure of the courses for Taiwan's cultural environment is the main purposes in this study. Furthermore, the research questions is based on current situation in Taiwan, and set Trainer curriculum development as the main areas.
Methods of this research are literature analysis and Delphi Technique survey. Through the literature review, it came out the U.S. Leave No Trace curriculum framework and theoretical basis, and through the Delphi technique questionnaire to collect opinions of scholars and experts to explore the Trainer courses suitable for Taiwan.
The list of Advisory Committee recommended by scholars, and invited by letter, a total of 21 experts participated in the study. There are Leave No Trace Master educators, environmental education experts, scholars, and members of relevant organizations joined in this study.
After two rounds of Delphi technique questionnaire, the Advisory Committee reached a consensus opinion. Then the survey came to an end. Sort out the results of the questionnaire for Taiwan's environment Course Objectives: On curriculum objectives, there are Course general objective and cognitive, affective, skills, goals. On course content, there are seven principles and curriculum content.
This study found that Leave No Trace programs are built on the basis of environmental education to education, teaching experience, resulting in learning.
The Leave No Trace courses is taken in the reverse mode of the target for the development of design patterns, the first term by identifying the desired results, then decided to accept the results of the study, final design learning experiences and teaching activities.
According to the results, that the seed for the Leave No Trace teacher's curriculum development, promotion, and to recommend follow-up study.

並列關鍵字

Leave No Trace ； Curriculum Development

參考文獻

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