山野教育課程實施影響因素之研究

Abstract

近十年來，教育部推動山野教育推廣計畫，已累計3500人次教師參與種子教師相關研習，然而教師在實施山野教育時仍面臨挑戰，要將學生帶出校園絕非易事，即便教師擁有熱情和理想，推動山野教育依舊有其難度，故本研究欲瞭解山野教育經過十年的推展後，參與過培訓的山野種子教師實施山野教育的現況，與其實施山野教育的考量因素，並深入探討持續實施山野教育的教師們是如何突破困難與阻礙。本研究採用混合研究法，透過問卷與訪談分析教師背景對實施現況的影響，並深入探討其挑戰與策略。量化結果顯示，教師對山野教育理念有高度認同，但在跨領域課程發展、場域資源、行政支持方面仍面臨挑戰。安全管理是教師最重視的面向，但在緊急處置能力上仍有提升空間。資深教師在安全管理上更有經驗，非考科教師在課程設計上更具靈活性，而參與更多研習和擁有豐富實施經驗的教師，在課程設計和整體實施情形上表現更佳。質性資料進一步呈現教師在各方面具體的做法與挑戰，補充了量化數據未能呈現的細節，如推動動機與信念、課程設計的想法、對教師培訓的需求，以及在各面上具體的影響與困難。綜合量化和質性研究結果，提出以下結論和建議：教師的信念與動機是推動山野教育的內在動力，經驗累積與專業成長能提升實施的能力，場域資源與行政支持對課程規劃與執行有直接影響，而安全管理則是實施山野教育的核心考量。建議教育主管機關提供更高層次的專業增能、促進場域資源共享，並靈活調整補助政策。學校行政單位則應建立校內支持與共識、提供課程發展與實施上的支持，並加強資源整合與安全管理。對於教師，建議持續提升專業能力、加強課程設計與實施，並建立全面的安全管理機制。本研究為推動山野教育提供實際建議，有助於政府和教育工作者更好地理解和面對實施過程中的挑戰，以期在未來能有足夠的信心促使山野教育持續穩定的發展，讓更多教師能與學生一同走出教室、走進戶外，讓「山是一所學校」的理念可以持續的推廣與開展。Over the past ten years, the Ministry of Education promoted the Mountain Education Promotion Program, which resulted in a total of 3,500 teachers participating in seed teacher training. However, teachers faced challenges in implementing the mountain education curriculum. Taking students out of the school environment was difficult, and although teachers had passion and ideals, they encountered obstacles in implementation. This study aimed to examine the implementation status of the mountain education curriculum among trained seed teachers after a decade of promotion, explore their considerations for implementation, and investigate how those who continued to implement the curriculum overcame these challenges.This study adopted a mixed-methods approach, combining quantitative analysis through questionnaires and qualitative insights from interviews. The quantitative findings revealed that teachers highly recognized the value of mountain education but faced significant challenges in cross-disciplinary curriculum development, field resource utilization, and administrative support. Safety management was identified as a critical concern, with room for improvement in emergency preparedness. Experienced teachers demonstrated superior safety management practices, non-exam teachers exhibited greater flexibility in curriculum design, and those with more experience in learning and implementation performed better in overall curriculum design and execution. The qualitative findings supplemented these results by providing detailed insights into teachers' motivations and beliefs, curriculum design concepts, professional development needs, and the specific impacts and difficulties encountered in various domains. Based on the findings, this study concluded that teachers' beliefs and motivations served as intrinsic drivers for promoting mountain education. Accumulated experience and professional development enhanced implementation capabilities, while field resources and administrative support directly influenced curriculum planning and execution.Safety management remained a core consideration for successful implementation. Recommendations included providing higher levels of professional training, promoting the sharing of field resources, and flexibly adjusting subsidy policies. Schools were advised to strengthen internal support, facilitate curriculum development and resource integration, and enhance safety management practices. Teachers were encouraged to continually improve their professional competencies, refine curriculum design and execution, and establish robust safety management systems.This study provided practical recommendations to advance the promotion of the mountain education curriculum. It offered insights for government agencies and educators to address implementation challenges, fostering sustainable and stable development. By enabling more teachers to bring students from the classroom into nature, this study aimed to further the vision of “The Mountain is a School” and promote outdoor learning as a lasting educational concept.