生態登山培訓課程之歷程研究

A Study on the Process of Eco-mountaineering Training Course

劉曼儀

指導教授 ： 張子超 副教授

國立臺灣師範大學/理學院/環境教育研究所/碩士(2005年)

摘要

本研究之研究目的在於幫助研究者瞭解環境教育融入登山活動的可行性，透過參與生態登山培訓課程的規劃與操作，得知課程對於學員造成的影響，是否有助於『生態登山』與『土地倫理』概念的增進。因此，本研究企圖瞭解學員參與課程的動機與影響，課程對於學員生態登山態度的影響，以及課程對於學員土地倫理價值觀的影響。
本研究所關注的焦點為生態登山培訓課程對學員的影響，研究對象為26位參與課程的學員。針對學員的學習狀況透過質性研究的方式來呈現動態的歷程研究，並以參與式觀察、訪談、文件分析作為主要資料來源。
研究最後提出以下結論：學員參與動機主要為個人興趣，以及為了自我增能；透過自然體驗課程的引導，具體經驗可幫助學員理解抽象概念。在『生態登山』方面的影響：學員態度部分明顯增進，但行為上的改變需要長時間努力。探討Leave No Trace實際執行上的兩難，將有助於學員態度的改變；另外，先建立人與自然的關係，Leave No Trace才會產生意義。在『土地倫理』價值觀的影響：生態層面-超越以金錢衡量土地價值，體認到土地生命體的概念；情感層面-發現登山是追尋「個人」與「自然」情感上的連結；社會層面-理解人與自然共同演化的緊密關係。

關鍵字

登山教育 ； 生態登山 ； 土地倫理 ； 環境教育

並列摘要

The objective of this study is to aid the researcher’s understanding of the feasibility of infusing environmental education into mountaineering activities. By engaging in the process of planning and executing eco-mountaineering courses, the study therefore aimed to facilitate understanding of the effect that such courses have on participants. Based on this objective, this study attempts to answer the motivations of and effects on course participants. What impact do the courses have on participants’ attitude toward eco-mountaineering? How do the courses influence participants’ land ethic and value system?
The study focuses on the process of developing and conducting Eco-mountaineering Training Courses. Twenty-six course participants were chosen as study targets. Qualitative research was conducted on participants’ learning status to show the process of development of this research. Field observation, in-depth interviews, and document analysis are the primary sources of information used.
The following conclusions were made in this study: Personal interest and personal capacity building were the participants’ main motivations for participating in the courses. Concrete experience gained during nature experiential courses was shown to aid participants’ understanding of abstract environmental concepts. However a longer period of exposure to the concepts presented in the course is deemed necessary in order to elicit behavioral changes. In-depth discussion of the dilemmas presented in putting “Leave No Trace” principles into practice facilitated changes in student behavior. Moreover, it was found that “Leave No Trace” concepts were more meaningful after first establishing a relationship between the individual and nature. As for the courses’ influence on participants’ “Land Ethic” and value system, on an ecological level, participants learned firsthand the concept of a living land that transcends economic value systems. On an emotional level, participants discovered the emotional connection between the individual and nature. Finally, on a social level, participants gained a better understanding of the inseparable relationship between people and nature throughout their co-evolution.

並列關鍵字

Mountaineering Education ； Eco-mountaineering ； Land Ethic ； Environmental Education

參考文獻

張蕙芳（2000）。逃離與追尋-登山的社會學研究，國立台灣大學社會學研究所，未出版，臺北市。

林玫君（2004）。日本帝國主義下的台灣登山活動。國立台灣師範大學體育研究所，未出版，臺北市。

林欣慧（2002）。解說成效對休閒效益體驗之影響研究-以登山健行為例。國立台灣師範大學運動休閒管理研究所，未出版，臺北市。

段淑華（1999）。國民中學教師環境倫理態度之研究，國立台灣師範大學公民訓育學系，未出版，臺北市。

陳淑樺（2004）。社區大學學員參與親職教育課程之學習歷程研究。國立師範大學社會教育研究所，未出版，臺北市。