戶外鄉土教學活動與學童鄉土情感提升之相關性—以南投縣育英國小為例

The Correlation between the Outdoor Homeland Education and the Promotion of Students’Native Affect-An Example of Yu-Ying Elementary School on Nantou County.

紀靜資(CHING-TZU CHI)

指導教授 ： 童秋霞

亞洲大學/管理學院/休閒與遊憩管理學系碩士班/碩士(2008年)

摘要

本研究旨在探討戶外鄉土教學活動對學童學習成效及鄉土情感之影響，並比較不同背景變項的學童其學習成效及鄉土情感提升之差異，進而探究學習成效與鄉土情感提升之相關性。
本研究以自編之問卷，調查育英國小二年級84位學童在戶外鄉土教學活動後的學習成效及鄉土情感提升的情形，其結果如下：
一、戶外鄉土教學活動的確能使學童在認知、技能與情意方面產生學習成效，同時對於學童的鄉土情感（包括實質環境認同、經濟生活認同、社會生活認同、文化生活認同與歸屬感等五個構面）也有明顯的提升，達到教學的預設目標。
二、學童的性別和喜歡鄉土旅遊程度的不同在認知學習成效上有顯著差異；喜歡鄉土旅遊程度的不同在技能學習成效上有顯著差異；參與社區或鄉土活動頻率及喜歡鄉土旅遊程度的不同在情意學習成效上有顯著差異。
三、性別和母語聽說能力不同的學童，其整體鄉土情感的提升有顯著差異。
四、學童整體鄉土情感的提升與其在技能和情意方面的學習成效之間皆有顯著相關，但與認知學習成效相關並不顯著。

根據研究結果，本研究提出如下建議：
一、鼓勵學校多舉辦戶外鄉土教學活動，以提高學童的鄉土情感及學習成效。
二、鼓勵學童多參加鄉土旅遊活動，可提升其鄉土學習成效。
三、針對背景不同的學童提供適性的鄉土教學活動，可提升其鄉土情感。
四、鄉土教學活動的設計應兼顧認知、技能與情意方面的學習，使學童的鄉土情感達到最大的提升效果。

關鍵字

鄉土情感 ； 學習成效 ； 戶外鄉土教學活動

並列摘要

The purpose of this research was to explore the influence of the outdoor homeland education on students’ learning effect and native affect, to compare the differences between learning effect and the promotion of native affect of students with different sociodemographic characteristics, and to study the relationships among learning effect and the promotion of native affect.

Through the employment of the questionnaire method, the research investigated the 2nd grade students in Yu-Ying elementary school. A total of 84 vaild questionnaires were collected. The results showed as follows：

1. The outdoor homeland education could promote the students’ learning effect and native affect.
2. “Sex” and “the degrees of enjoying homeland traveling” could make the cognitive learning effect different. Students with different degrees of enjoying homeland traveling revealed obvious differences in the skill learning effect. Students participating in community or homeland activities more times obtained higher grades in the affective learning effect than students who had never participated. Students who enjoyed homeland traveling performed better in the affective learning effect than students who didn’t.
3. Students with different sexuality and different ability of listening and speaking the mother tongue shows significant differences in the promotion of homeland affect.
4. There existed a positive correction between the promotion of homeland affect and the skill or affective learning effect. Besides, “inditity of physical feeling” and “belongingness” reached the positive correlation with the cognitive learning effect.

According to the results, the research suggested as follow：
1. To encourage schools to hold more outdoor homeland education activities to increase the students’ homeland affect and learning effect.
2. To encourage students to attend homeland traveling activities to increase the learning effect.
3. According to the students’ background to provide suitable homeland education to promote the homeland affect.
4. The cognitive, skill and affective learning should be considered in the design of homeland education, so that the students’ homeland affect could be promoted most.

並列關鍵字

homeland affect ； learning effect ； outdoor homeland education

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