外展體驗學習方案(ELOB)內涵及其在臺灣應用的可行性分析
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2010
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本論文是以美國「外展體驗學習方案」 (ELOB)的發展為借鏡，並以臺灣一所中學為例，研究該方案於我國教育環境中實施的可行性。外展體驗教育方案起源於美國九０年代「新美國學校」教育改革運動之構想，希冀達成「全學校改革」(school-wide reform)之理想，廣徵提升學校教育品質之方案，而外展體驗學習方案以「體驗學習」為設計依據，應用於學校各學科的學習模式，除獲得機構評鑑認可以及基金會贊助外，學生參與考試測驗成績在數年之間也產生極為可觀的進步。體驗教育在我國一般教育體系的發展多半偏重於藝能科學習，或於另類教育才得以存續，相較於體驗教育在美國公私立教育體系的蓬勃發展，以及在考試測驗的實質表現，值得一探究竟。
本研究首先將外展體驗教育方案之內涵與發展概況進行回顧，復以我國推動外展體驗學習方案的一所中學為研究範圍，深入瞭解其推動方案的背景以及歷程，透過文件分析以及訪談國中教師，以瞭解在臺灣的教育環境下方案實施的各種可能與限制。
將學校舉辦研習文件以及訪談內容進行分析後，發現教師對於該方案之評價以正面居多，因為強調「做中學」、「真實情境」、「整合學習」、「師生多元互動」、「合作學習」、「作品呈現」等教學模式，學生可以在學習中挑戰自我，培養主動學習之習慣。
對於實施上的問題，多數教師認為臺灣教育環境充斥升學考試的競爭，教育的價值觀容易偏向分數提升而非重視個人學習的歷程與多元價值，將是方案推動的一大挑戰。
於實際推動中，多數教師表示該方案在現行教育體制下的困難：學校排課時數、教室使用、課程轉換的技術、學校設計課程的人力資源不足、教師流動率、家長與教師心態的調整等等，使得該方案的推動似乎面臨瓶頸。
為了解決上述問題，建議從以下幾個面向進行改善，包括強化課程設計之操作性、增進教師專業發展能力以實施方案、研究方案如何兼顧考試升學與體驗教育的價值、爭取社區認同擴大方案推動資源、減少教師行政負擔並增加互動合作機會、將方案實施期程延伸至國小階段、申請教育實驗擺脫現行體制包袱、外部機構的持續協助與專家諮詢等等，將有助於外展體驗學習方案在我國落地生根，並促進各種教育實驗成為教育革新的動力來源，讓不同特質與才性的學生皆有接受不同教育方式之權利，以實踐我國教育多元化之積極訴求。
The purpose of this study is to analyze the feasibility of implementing Expeditionary Learning Outward Bound (ELOB) project in Taiwan using a junior high school experience as a case. Originated from 1990’s New American School movement which aims to achieve the goal of school-wide reform and to promote educational quality, ELOB project is designed based on the experiential learning theory. Based on the U.S. experience, the learning models developed by ELOB project are applied to all school subjects and have been proved to be effective in raising students’ academic outcomes. Thus, the development and achievement of ELOB project is worthy of studying. This research aims to understand the implementation of ELOB project in the selected school and the problems its teacher encountered. To answer the research questions, previous studies of ELOB project were reviewed in order to depict a better framework about the background of this reform program, its application process, probabilities and limitations. Further, document analysis and interview were used as methods to explore the feasibility of ELOB in Taiwan’s context. Several school teachers are interviewed and served as the main source for analysis. Data indicates that teachers held positive attitudes toward ELOB project, giving high appraisal for ELOB for its’ distinctive features such as “learning by doing’’, “reality situation’’, “integrated learning’’, “multi-interaction between teacher and student’’, “cooperative learning”, and “product presentation’’. Students can cultivate active learning habits and challenge themselves via ELOB teaching program. The following are the limitations of implementing ELOB project in the selected school: over-emphasis on test scores, less concerns of process and multi-values of individual learning. In addition, school timetable, class utilization, techniques of curriculum transformation, insufficient capacity in curriculum design, high teacher turnover rates, attitudes of parents and teachers are the very impediments for implementing ELOB project. Several suggestions to increase the feasibility of ELOB program are provided as follows: enhancing the curriculum design, improving teacher professional abilities to implement the project, implementing expeditionary learning with a concern about current test pressure, seeking community approval to expand the resources needed for implementation, decreasing teachers’ administration burden, increasing collaborative opportunities among teachers, extending the program to the elementary education stage, applying for educational experiment to get rid of the burden of normal educational system, and providing continuous support and consultation.
The purpose of this study is to analyze the feasibility of implementing Expeditionary Learning Outward Bound (ELOB) project in Taiwan using a junior high school experience as a case. Originated from 1990’s New American School movement which aims to achieve the goal of school-wide reform and to promote educational quality, ELOB project is designed based on the experiential learning theory. Based on the U.S. experience, the learning models developed by ELOB project are applied to all school subjects and have been proved to be effective in raising students’ academic outcomes. Thus, the development and achievement of ELOB project is worthy of studying. This research aims to understand the implementation of ELOB project in the selected school and the problems its teacher encountered. To answer the research questions, previous studies of ELOB project were reviewed in order to depict a better framework about the background of this reform program, its application process, probabilities and limitations. Further, document analysis and interview were used as methods to explore the feasibility of ELOB in Taiwan’s context. Several school teachers are interviewed and served as the main source for analysis. Data indicates that teachers held positive attitudes toward ELOB project, giving high appraisal for ELOB for its’ distinctive features such as “learning by doing’’, “reality situation’’, “integrated learning’’, “multi-interaction between teacher and student’’, “cooperative learning”, and “product presentation’’. Students can cultivate active learning habits and challenge themselves via ELOB teaching program. The following are the limitations of implementing ELOB project in the selected school: over-emphasis on test scores, less concerns of process and multi-values of individual learning. In addition, school timetable, class utilization, techniques of curriculum transformation, insufficient capacity in curriculum design, high teacher turnover rates, attitudes of parents and teachers are the very impediments for implementing ELOB project. Several suggestions to increase the feasibility of ELOB program are provided as follows: enhancing the curriculum design, improving teacher professional abilities to implement the project, implementing expeditionary learning with a concern about current test pressure, seeking community approval to expand the resources needed for implementation, decreasing teachers’ administration burden, increasing collaborative opportunities among teachers, extending the program to the elementary education stage, applying for educational experiment to get rid of the burden of normal educational system, and providing continuous support and consultation.
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新美國學校, 外展體驗學習方案, 體驗學習, 另類教育, New American School, Expeditionary Learning Outward Bound project, expeditionary learning, alternative education