本研究以行動研究法進行,目的是將探索教育與單車教育結合發展為實際的教學設計,應用在國小四年級班級經營中,探討其實施歷程,並觀察實施方案後班級凝聚力的情況。實施方法以八週的時間,共計17個探索教育活動以及6個單車教育活動,共30堂課。本研究的目的有三:第一是規劃適合國小四年級之探索教育活動方案;第二是探討在實施探索教育之後,班級團隊凝聚力的展現情形;第三是實施探索教育課程後,教師的成長與省思。根據結果,發現如下: 一、 單車探索教育課程:探索教育課程以平面活動為主,每個活動約40分鐘左右,實施完探索教育課程後,有助於班級團隊單車教育活動的進行。 二、 班級凝聚力展現情形:探索教育可以增加學生工作凝聚力和社會凝聚力,也在單車活動中展現出班級的團隊合作。 三、 研究者的成長與省思:教師需加強探索教育的引導能力;給予學生適時的鼓勵、讚美以及包容,可以看見孩子們的成長。 關鍵字:探索教育、單車教育、凝聚力
This study used action research methodand,the aim was to integrate adventure education and cycling education to develop a set of instructional courses for fourth-grade students class managing to discuss the implementation process and to observe changes in the situation after the course for class cohesion. The implementation duration encompasses 8 weeks, a total of 30 lessons including 17 adventure education and 6 cycling education activities. Three purposes of research were as follows: first, to formulate an adventure education program that are suitable to fourth grade elementary school students. Second, to record the process of implementation and the change for the situation of class cohesion after adventure education. Third, to share the thinking and professional growth of the researcher. The research results are as follows: 1. The cycling adventure education programs: adventure education courses design was based on portable adventure activities and about 40 minutes each activity.After the implementation of the adventure education, it could contribute to the implementation of cycling education activities. 2. Regarding class cohesion performance: Adventure education can increase the cohesiveness of students in work and social interaction and perform the class teamwork in cycling activities. 3. Regarding the researcher’s growth and thinking: Teacher need to strengthen the guiding ability of adventure education and give students timely encouragement, praise and inclusiveness, you can see the kids grow up. Keywords: adventure education, cycling education, Cohesion
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