台灣自從實施九年一貫課程以後,強調學生從做中學並走出教室實際操作的校外教學課程便顯得日益重要。本研究的目的是想了解老師對校外教學認知以及滿意度對學習成長之看法,以便提供教師下次校外教學之參考。 本研究是針對校外教學一日遊的國小教師為受測對象,問卷的設計,是經由蒐集學者有關校外教學及學習成長等文獻,並參考國小教師看法發展而成。抽樣方法採便利抽樣方式調查;回收有效問卷總計392 份。研究結果發現如下: 一、國小教師校外教學價值認知在安全協助的部分十分重視,課程也要多元及能DIY實際操作。 二、國小教師校外教學體驗感受男老師滿意高於女老師,在課程方面能提供豐富且多元能讓老師們滿意。 三、教師對「場區協助」有完善的價值認知及高滿意度時,對學習成長之知識、能力成長有顯著預測力。
Outdoor Education, which emphasizes that students learn from doing and operate by themselves out of school, has become more and more important since the implementation of Nine-year Education Curriculum. This study aims to know teachers’ attitude toward the value of cognition, satisfaction and learning growth of outdoor education, hoping the results can have a contribution to the teachers who are planning to carry out outdoor education next time. The investigated objects are elementary school teachers who finished taking one-day outdoor education. The questionnaire, based on some related literature and viewpoints of elementary school teachers, was conducted through convenience sampling, and 392 valid responses were collected. The results show as follows. First, ‘safety assistance’, ‘curriculum diversity’, and ‘DIY operation’ are the most important items in “value of cognition” dimension. Second, male teachers are more satisfied than female teachers in “post-experience assessment” dimension. Teachers are highly satisfied with the rich and diverse courses. Third, there’s significant prediction to the growth of knowledge and capability in “ learning growth” dimension when teachers have high value of cognition and satisfaction with “ location assistance”