教保服務人員對校外教學的考量因素與學習成效之研究

A Study of Key Factors and Effectiveness of Outdoor Education from Preschool Educators’ Perspective

林于婷(Yu-Ting Lin)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2016年)

摘要

本研究旨在探究幼兒園實施校外教學之現況、教保服務人員對校外教學的考量因素、校外教學的學習成效，以及校外教學的考量因素與學習成效之間的關係。
本研究採用問卷調查法，以全臺教保服務人員為母群體，採隨機分層抽樣，共發出694份問卷，回收有效問卷510份。採用敘述性統計、獨立樣本t檢定、單因子多變量變異數分析、皮爾遜積差相關分析與薛費法多重比較進行資料處理與分析。
本研究發現，首先，幼兒園校外教學的地點以配合主題採教師群組共同決定，實施頻率以一學期一次為最多，活動時間以半天為主，並以遊覽車為主要的交通工具。以教師、導覽人員與學生操作體驗導向的三種校外教學實施方式為主，並且六成有家長、志工的協同參與，在校外教學活動的性質主要選擇以「社教機構的學習活動」，「戶外環境教育活動」為次之。
其次，教保服務人員對校外教學的整體考量因素達重視程度，其中以「幼兒」層面最為重視；在校外教學的整體學習成效達同意程度，其中最認同「認知」層面的提升；不同背景變項「身分」、「擔任職務」、「園所屬性」在校外教學的考量因素達顯著差異；不同背景變項「身分」、「服務年資」、「園所區域」在校外教學的學習成效達顯著差異；校外教學的考量因素與學習成效兩者之間呈現正向顯著關係。
最後，依據研究結果提出建議，以供教保服務人員、幼兒園與相關機關單位以及未來研究之參考。

關鍵字：校外教學、考量因素、學習成效

關鍵字

學習成效 ； 考量因素 ； 校外教學

並列摘要

This study investigated the implementation of outdoor education in preschools, factors considered by preschool educators when providing outdoor education, the learning effectiveness in outdoor education, and the correlations between the factors considered and the learning effectiveness in outdoor education.
The questionnaire method was adopted, and the subjects were preschool educators in Taiwan. A total of 694 questionnaires were administered, and 510 valid responses were obtained. The collected data were analyzed using methods including descriptive statistics, independent-sample t-test, one-way MANOVA, Pearson product-moment correlation and Scheffé’s multiple comparison.Results showed that the locations of outdoor education are mainly based on curriculum themes and jointly decided by teachers; most preschools arrange an outdoor education activity that takes a half day’s time once a semester, and buses are their main transportation means; most activities are implemented based on three models, including teacher-guided, tour staff-guided, and student experience, and 60% of the activities involve collaboration by parents and volunteers; among various types of outdoor education activities, “learning activities organized by social education institutions” are dominant, followed by “outdoor environmental education activities”.
In addition, most preschool educators considered outdoor education as important, especially in the “young children” dimension; they also agreed with the learning effectiveness in outdoor education, especially in the improvement of “cognition”. Preschool educators’ considerations in outdoor education vary significantly across background variables, such as “identity” , “current position”, and “preschool category of public or private” ; preschool educators’ the learing effectiveness in outdoor education vary significantly across background variables, such as “identity” , “years of service”, and “preschool location” ; factors considered and the learning effectiveness in outdoor education are positively related to the level of significance.
Finally, based on research findings, this study provides suggestions to preschool educators, preschools and related institutions, and future researchers.

Keywords: outdoor education, factors considered, learning effectiveness

並列關鍵字

learning effectiveness ； factors considered ； outdoor education

參考文獻

鍾尚哲（2011）。屏東縣國小教師運用國家森林遊樂區進行戶外教學的認知、需求及意願之研究（未

梁閔涵（2010）。關山親水公園植物資源調查應用在國小戶外教學成效之研究（未出版之碩士論

王秋樺（2008）。從生態旅遊角度探討高中地理科戶外教學景點之適宜性（未出版之碩士論文）。臺

張玉山、 莊孟蓉（2009）。 經驗學習理論的教學應用－以紙機械單元為例。科技教育課程改革與發

李佩雯（2012）。幼稚園鄉土教學之研究–以三峽的一所幼稚園為例。幼兒教育年刊，23，1-22。