冒險教育融入科技教育教學對高中學生自我效能影響之研究

Effects of High School Students’ Self-efficacy by Applying the Concepts of Adventure Education in the Technology Education Curriculum

張智翔(Chih-Hsinng Chang)

指導教授 ： 朱益賢

國立臺灣師範大學/科技學院/科技應用與人力資源發展學系/碩士(2011年)

摘要

本研究旨在探究冒險教育融入科技教育教學對高中學生自我效能之影響，其研究範疇包括發展冒險教育融入科技教育教學之實驗教學活動與探究高中學生參與實驗教學活動前與完畢後，在人際、實際操作、解決問題及整體等四項自我效能的反應情形；為達成上述研究目的，本研究以準實驗研究法，對臺北市立Z高級中學二年級兩班社會組學生（總計65位學生）進行為期八週共計十六節課的實驗教學，且在實驗教學活動前與結束後，運用「高中學生自我效能分級量表」來蒐集學生的自我效能反應情形，而將所蒐集到的資料施以統計方法分析後，獲致結論有四點：
一、為將冒險教育有效融入科技教育教學中，需涵蓋挑戰（Challenge）、團隊（Teamwork）、自我反思（Reflection）、安全（Safety）及有趣或興趣（For Fun or Interesting）等五項課程元素。
二、為有效將冒險教育融入科技教育教學，須應用多媒體教材，實際建構挑戰情境、活化自我反思時間與教師適時引導教學等四項策略。
三、在科技教育教學中，透過冒險教育的融入能對高中學生人際自我效能產生正向影響。
四、冒險教育融入科技教育教學，對高中學生解決問題自我效能及整體自我效能均有所影響。
而依據上述結論，本研究分別提出三大面向共七點的建議，以供借鏡與參考之用，其內容分點如下：
一、課程設計建議：(1)單元活動可以「相同挑戰情境」為背景，再結合不同科技系統議題來進行課程設計與規劃；(2)實際挑戰情境之塑造，須因應學生第一次或第二次的挑戰結果作難易變化及調整。
二、教學實務建議：(1)可藉由年級活動舉辦或校外競賽參與，以轉化成「帶得走的能力」；(2)課程計畫之執行應依學生實際學習情況作彈性調整；(3)教師於學生測試挑戰完畢後，立即實施「範例」教學。
三、後續研究建議：(1)可列增研究對象之組別特性及年級變項進行研究；(2)可將場域性質（學校內的戶外場域或教室內的人為情境）納入研究變項。

關鍵字

冒險教育 ； 科技教育 ； 生活科技教育 ； 自我效能

並列摘要

The purpose of this research was to affect high school students’ self-efficacy by applying the concepts of adventure education in the technology education curriculum.This research included developing experimental activity with applying the concepts of adventure education in the technology education curriculum and reactions of high school students’ interpersonal self-efficacy, performance self-efficacy, problem solving self-efficacy and whole self-efficacy between before they participated in this study and after.To achieve the purpose of this research, this research used quasi-experimental research method. Tow eleventh-grade classes of high school students (65 students) in Taipei City participated in this 8 weeks/16 hours activity. “High School Students Self-efficacy Rating Scale” was used to collect data for Statistical analysis before and after the activity,
The results of this study indicated:
1. To apply the concepts of adventure education effectively in the technology education curriculum, it should combine the five concepts of adventure education, such as challenge, teamwork, self-reflection, safety and fun or interesting.
2. To apply the concepts of adventure education effectively in the technology education curriculum, it should use four strategies, such as multimedia teaching materials, actual construction challenge situation, encouraging of self-reflection time and guidance teaching.
3. During the technology education curriculum, it affected positive influence of high school students’ interpersonal self-efficacy by applying the concepts of adventure education.
4. To apply the concepts of adventure education in the technology education curriculum, it affected high school students’ problem solving self-efficacy and whole self-efficacy.
Based on the results, there were some suggestions for learning and reference.
The suggestions of this study indicated:
1. The suggestions for curriculum design: (1) used the same challenge conditions to design and plan curriculum combining different technology system subjects; (2)based on students’ first or second outcomes to adjust to challenge situation.
2. The suggestions for teaching practice: (1) holding grade activities or competes between schools to transform into “the ability can be taken away”; (2) implementing of curriculum plan should adjust to and considerate of the real situation of students’ performance; (3) demonstration teaching while students finished experimental activity.
3. The suggestions for following research: (1) group characteristics and grade should be added to the variable of study; (2) field properties (outdoor in school or artificial situation in classroom) should be research variables.

並列關鍵字

Adventure education ； Technology Education ； Living Technology ； Education, Self-efficacy

參考文獻

李佩蓓（2005）。體驗學習方案融入國中綜合活動學習領域對學生自我

林育正（2008）。冒險教育活動方案對青少年問題解決能力影響之研究。

李堅萍（2008）。自我效能激發策略提昇陶藝技能學習成效的實驗研究。藝術學報：表演類（革新版），83，37-57。

賴志樫（1996）。生活科技與科技生活。中學工藝教育，29（11），1。

賴志樫（1995）。五育均衡發展的生活科技教學。中學工藝教育，28（3），