園藝活動與ARCS動機模式融入課後教學之研究
-以屏東縣崇文國小低年級學童為例

大量實證研究都證實，從事園藝活動對兒童身心健康有正面影響，然而現今兒童接觸自然的機會減少，也造成許多兒童罹患「大自然缺失症」，以致在從事園藝活動時未能有預期之效益。因此，本研究以ARCS動機模式融入園藝活動教學，引導學童對自然元素的熟悉，探究其對國小學童園藝活動效益、學習動機、學習成效及自然連結之影響。本研究以研究者任教之國小低年級課後照顧班19位學生為實驗對象，進行兩階段之實驗。第一階段實驗進行4週的園藝活動操作課程，第二階段實驗則為4週之ARCS動機模式融入園藝活動課程；為避免兩次實驗間的干擾，在第一階段實驗和第二階段實驗間相隔4週。實驗組學童於第一階段實驗和第二階段實驗後，均施測「園藝活動效益」、「園藝活動學習動機」、「學科學習動機」和「自然連結」，並以國語與數學的月考評量成績，作為學習成效表現。另外，本研究同時追蹤19名參與校外安親班的學童以及24名課後直接回家的學童，作為兩組對照組，也進行學科學習動機、自然連結的施測和月考學科成效的紀錄。研究分析結果顯示：一、ARCS動機教學模式融入園藝活動教學對受測學童的自然連結、園藝活動學習動機及園藝活動效益之提昇有所助益。相較於單純的園藝活動，受試學生在ARCS動機模式融入園藝活動課程中，顯著呈現較高的園藝活動學習動機，其中以「建立信心」差異幅度最大。同時也獲得較佳的園藝活動效益，其中以「社交與學習」差異最大。二、無論參與單純園藝活動或是ARCS動機模式融入園藝活動，實驗組學童之自然連結、學科學習動機及學科學習成效（月考成績）皆比參與校外安親班或直接回家的學童表現來得好。研究結果顯示園藝活動運用教學現場，可提升學童的學習動機與學習成成，也能改善其與自然的關係。而ARCS動機模式的融入，則更能提高園藝活動效益與學習效益。因此建議國小階段即可引入更多的園藝活動於學習過程中，並應透過多元教學方式與教學設計引起學生動機興趣，讓學童適應與自然元素的接觸，以期達到最佳教學成效。

關鍵字

ARCS動機模式；園藝活動；學習成效；學習動機；自然連結

並列摘要

A large number of empirical studies have confirmed that horticultural activities have a positive impact on children’s physical and mental health. However, children’s access to nature is reduced nowadays, and many children suffer from "Nature Deficiency Syndrome", which makes horticultural activities fail to have the expected benefits. Therefore, this study integrates the ARCS motivation model into the teaching of horticultural activities to guide students being familiar with natural elements, and to explore its impacts on the benefits of horticultural activities, learning motivation, learning performance and nature connectedness among elementary school children. In this study, a two-stage experiment was conducted with 19 students in the after-school care class in elementary school where the researcher taught as the experimental group. In the first phase of the experiment, a 4-week horticultural activity course was conducted. The second phase of the experiment, a 4-week ARCS motivation model was integrated into the horticultural activity course; in order to avoid interference between the two experiments, the first and second experiments have 4-week interval. After the first phase of the experiment and the second phase of the experiment, "benefit of horticultural activities", "motivation of horticultural activities", "motivation for subject learning" and "natural connection" as well as the monthly assessments in Mandarin and mathematics as the results of learning performance were investigated in the experimental group. In addition, this study also tracked 19 children who participated in the off-campus care class and 24 children who went home directly after school as the control groups. Their learning motivation, nature connectedness and monthly learning performance were also recorded. . The results show: 1. The integration of the ARCS motivational teaching model into the horticultural activity course has positive effects on childeren’s nature connectedness, learning motivation of horticultural activities and the benefits of horticultural activities. Compared with mere horticultural activity course with ARCS, the childern in the ARCS horticultural activity course showed significantly better learning motivation for horticultural activities which the dimension of "building confidence" had the greatest improvment. Additionally, childern in the ARCS horticultural activity course also gained greater benefits of horticultural activities which the dimension of "socializing and learning" was promoted mostly. 2. The nature connectedness, learning motivation and learning performance (monthly test scores) of childern who participated in simple horticultural activities or the ARCS horticultural activities, were better than those who participate in off-campus are classes or go home directly The results indicated that the use of teaching sites in horticultural activities can enhance the learning motivation and learning performance of school children, as well as improve their relationship with nature. The integration of ARCS motivation model can improve the learning motivation and benefits of horticultural activities. Therefore, it is recommended that more horticultural activities can be introduced into the teaching process at the elementary school, and students should be motivated and guided through multiple teaching methods and teaching design, so that students can contact with natural elements and achieve the best teaching effect.