休閒教育方案之規劃與實施----台中縣一所國中的實驗研究

The Planning and Implementation of Leisure Education Program---The Experimental Research In A Junior High School In Taichung County

連桂珍(Kuei-Chen Lien)

指導教授 ： 呂建政

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2002年)

摘要

摘 要
面對休閒時代的來臨，每一個人都應該學會如何利用休閒時間，若能幫助青少年建立積極正向的休閒態度，可以讓青少年從事休閒活動時，能謹慎選擇，避免不良休閒所帶來的危害。因此本研究者想要設計並實施一套休閒教育方案，以達成下列目的：(一) 規劃休閒教育方案之內涵。(二)探討休閒教育之實施對國中生休閒態度的影響。 (三) 蒐集學生對休閒教育方案實施之意見。(四) 對休閒教育方案之設計提出一些建議，以作為國中發展此類課程之參考。
本研究是採準實驗設計的「不等組前後測設計」，驗証休閒教育方案的實施效果。研究對象為國民中學二年級的學生，實驗組學生38名，控制組學生34名，總計72名。實驗組利用童軍課接受休閒教育方案的實驗處理，控制組則上一般的童軍課程。兩組教學皆由研究者擔任教學工作，每週進行一次教學，總共進行十個單元。
本研究以自編之「休閒態度量表」為評量工具，以組別、性別、社經背景為自變項；「休閒態度量表」總量表及認知、情意、行為三分量表之得分為依變項，以t考驗及二因子共變數分析，分別考驗各假設。研究所得結果如下：一、休閒教育方案之內容涵蓋休閒覺知、休閒資源、休閒決定、休閒技巧、社交互動技巧與休閒倫理等六大課程要素。二、休閒教育方案之實施乃採用「由內決定法」的實施方式，以促使學生去思考、評鑑並做出自己的休閒選擇與決定。三、休閒教育方案以「休閒態度量表」、「休閒教育方案回饋表」及教師對學生行為表現的觀察紀錄與對自己教學活動的反思，來評鑑休閒教育方案實施之效果。四、實驗組受試者，在接受「休閒教育方案」後，其在「休閒態度量表」總量表及認知、情意、行為三分量表之得分與控制組做比較，並無顯著差異。五、「休閒教育方案」之效果並不隨著性別的不同而有所不同。六、「休閒教育方案」之效果並不隨著社經背景的不同而有所不同。根據研究結果，本研究針對學校、未來研究者及休閒教育方案之規劃、實施與評鑑之原則提出一些建議。

並列摘要

Abstracts
In facing the coming of leisure era, everyone should learn how to make use of leisure time. If one can assist the adolescent to establish a positive leisure attitude, it can help the youngster to make cautious choice when engaging in leisure activities, and to avoid the damage brought by bad choice of leisure. Therefore, the researcher wants to design and implement a set of leisure education program, in order to achieve the following objectives: (1) Plan a set of leisure education program. (2) Discuss the affect of leisure education implementation on the leisure attitude of junior high school students. (3) Understand students’ views on the implementation of leisure education program. (4) Attempt to bring out some suggestions on the design of leisure education program as reference for the development of similar program later on.
This research uses the pretest-posttest nonequivalent-groups design, to verify the implementation effect of leisure education program. The objects of the research are the second year students of a junior high school. There were 38 students in experimentation group, 34 students in the control group, which total to 72 students. Experimentation group utilizes the scout courses that has accepted the leisure education program. Control group just attends the average scout courses. The researcher himself would instruct both groups of students once a week, with total of ten modules.
This research uses the self made “Leisure attitude scale” as the measuring tool, and to base on group, gender, and socio-economic status as independent variable; “Leisure attitude scale” as dependent variable, according to t test and two factors variable analysis, to individually test various hypothesis. The result is as followed: 1. Leisure education program is consisted of “Leisure- awareness”, “Leisure Resources”, “Decision -making”, “Leisure skill”, “Social interaction”, “Leisure ethics”; 2. Leisure education program is conducted by “intrinsic determination”; 3. The result of leisure education program is evaluated by “Leisure attitude scale”, “The feedback chart of leisure education program”, and the self-reflection of the teacher; 4. After the experimentation group have received the “Leisure education program,” and then to compare with the control group in the score from the total measuring of “Leisure attitude scale” and the three sub-measuring scale in cognition, affection, and behavior, the result has not reach the level of significance; 5. The result of “Leisure education program” has no difference based on the difference in gender; 6. The result of “Leisure education program” has no difference based the difference in socio-economic status. Based on the result, this research will target at school, the future researcher, and the planning, implementation and evaluation principle of leisure education program, to bring up some suggestions.