台灣女童軍進程改革與推動歷程（2014-2021）之研究—
以女童軍至資深女童軍進程標準為例

本研究從課程改革的觀點，分析2014-2021年間我國女童軍進程改革之歷程、改革之目標與內涵、改革對女童軍活動之影響以及推動改革之策略與改革時遇到的挑戰與未來修改建議。研究先以實物分析法，比較五育課程標準與六階段進程之內涵差異，並邀請中華民國台灣女童軍總會組訓委員會之成員以及女童軍團長為訪談對象。研究結果發現女童軍進程因進程多年未有修改，不合時宜，且面對會員招募的壓力，需重新調整活動內容，吸引會員，故展開進程改革。改革之目標為吸引及延續會員參與、以全人發展為目標，培養女童軍自主學習、領導與倡議的能力，並提升女童軍的國際視野，成為一名負責任的世界公民。重要內涵包含建立由女童軍至資深女童軍的六階段進程、修訂原有之五育課程標準，並依難易度拆分學習階段、增加議題研修及修訂專科章項目及內容。女童軍進程改革後，女童軍團長在規劃課程活動時，會盡量與學校課程連結且會更加重視學習歷程，女童軍的學習內容與學習的時間點改變了；與他人的互動機會增加；女童軍的自主選擇性也有所增加。考驗的內容與方式在進程改革之後，需由縣市女童軍會認可的比例增加；考驗方式重視體驗歷程；考驗營隊的天數減少，但檢核單一項目所需的時間增加，考驗委員的態度也更加具有彈性。在推動策略方面，以中心至邊陲的方式推行六階段進程。推動過程遇到的挑戰因素包含改革本身不夠清晰、資訊傳遞不確實、未回應改革的需求、缺少實施範例與相關的活動。缺少縣市會、團長和家的支持，女童軍也因課業壓力難以延續女童軍生涯。最後因資源差異，缺乏持續的教育訓練及明確的諮詢窗口，也使團長難以將新進程內容融入行事曆之中。受訪者也針對進程改革之課程內容、實施方式、考驗方式及宣傳與推動方式給予建議。

關鍵字

女童軍進程；課程改革；改革歷程；推動策略

並列摘要

This research aims to analyze the process of Taiwanese Girl Scouts’ reformation during 2014-2021, the influences of the progressive scheme reform and its impact from the perspective of curriculum reform, hoping to provide advices for the implementation of the new progressive scheme or for the next reform. A documentary analysis was conducted to find out the difference between the new scheme and the old one. Semi-structured interviews with Taiwanese Girl Scouts training committee members and troop leaders were conducted with an aim to find out the reformation process, as well as, the influence and challenge of the new progressive scheme. The research found the progressive scheme reform took place under circumstances that the original progressive scheme hasn’t changed for a long period of time and was out of date, and the pressure of increasing members also forced Girl Scouts of Taiwan to start reforming the progressive scheme. The goals of this reform were to attract new members and maintain the old ones, providing holistic education, and cultivating abilities of self-learning, leading and advocacy to elevate girl scouts’ international perspective and nurture responsible global citizens. The reform included progressive scheme structure change, old progressive scheme modification, such as dividing learning content into different stages, adding issue discussion, and revising the proficiency badges. After the reform, the troop leaders would build more connections between the girl scouts programs and school education, and focused more on the learning process. With the change of the learning content and learning order, the girl scouts have greater chance to work with others and the autonomy in choosing learning content. Also, with different assessment forms, the local branches have to bear more responsibilities to hold assessments; the assessment focus was put onto the individual experience; and the assessment needed more time than before but the days of the examining camp were reduced. Examiners also have greater flexibility and tenacity when carrying out the assessments. Girl Scouts of Taiwan had promoted the new progressive scheme from central to border yet faced challenges including 1)The reformation itself was unclear and the message was not delivered accurately. 2)The reform could not address all the needs on which the reform was based. 3) Lack of implementation examples of the new scheme, support from the local branches and parents. 4) Girls tend to drop out due to academic pressure. 5) Uneven resources and lack of continue education and a clear consultation channel for the troop leaders. These factors made it hard for troop leaders to understand the new scheme and put it into the schedule, and hindered the new progressive scheme. The interviewees also provided suggestions on the scheme content, methods to implement the reform, assessment ways and strategies to promote the new scheme.