戶外冒險教育課程效益與機轉之研究─以海洋獨木舟戶外領導課程為例
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2023
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本研究旨在探討戶外冒險教育課程的效益有哪些，以及能產生效益的機轉為何。本研究採用質性研究方法，以2021年國立臺灣師範大學公民教育與活動領導學系碩、博合開的9學分海洋獨木舟選修課程，其中包含在澎湖進行連續十天的海洋獨木舟戶外領導課程為例，研究參與者為完整參與該課程的學員共10位，透過深度訪談蒐集資料並且運用主題式分析法，得出的研究結果如下：一、本研究整理戶外冒險教育課程的效益有「生理與自我內在的提升」、「情緒控制」、「學習知識與能力成長」、「興趣發展」、「戶外指導員的專業能力成長」、「個人的領導力發展」與「人際關係的正增強」等七個面向。其中「興趣發展」是本研究的新的發現。
二、本研究發現能產課程效益的機轉有「學習者本身狀態」、「連續且多天的課程長度」、「外在環境」、「海洋獨木舟的體驗特性」、「失衡」、「團隊」、「課程安排」、「課程帶領者」等八項，其中「連續且多天的課程長度」與「海洋獨木舟的體驗特性」是過往比較少被提及機轉。
本研究對於未來的研究建議有以下幾點：
一、運用不同的戶外元素或是課程長度，來探討課程效益與機轉。
二、探討不同的戶外元素能提供哪些主觀經驗與感受，以及對效益的影響。
三、探討不同族群或是年齡層在戶外冒險教育課程的效益與機轉
四、運用不同的研究方法來釐清機轉間的關聯性，使戶外冒險教育課程之機轉的論點能趨於完整。
The purpose of this study was to explore the benefits and mechanisms for the outdoor adventure education（OAE）course, This study adopted qualitative research method of in-depth interview from ten participants attending"Sea Kayak Outdoor Leadership" elective course based on the master and Ph.D class at Department of Civic Education and Leadership, National Taiwan Normal University. The results were as follows: 1.The seven main benefits topic of the OAE course included: " physiological and inner self-improvement", "emotional control", "learning knowledge and ability growth", "interest development", "professional ability growth of outdoor instructors", "personal leadership development" and "positive reinforcement of relationships", and "interest development" is a new discovery of this study. 2.The eight main mechanisms for benefits of the OAE course included: "personal state", " time ", "environment", "unique experience of sea kayaking", "psychological disequilibrium", "team", "course " and "course leader". Among them, "time" and "unique experience of sea kayaking" were the seldom proposed mechanisms. This study makes the following recommendations for future research: 1.Make the most of outdoor elements and course duration to explore the benefits and mechanisms.2.Provide some subjective experience, feelings and the impact on benefits by exploring different outdoor elements.3.Discuss the benefits and mechanisms of different group or all ages in outdoor adventure education courses.4.Use different research methods to clear the causal relationship of mechanism.
The purpose of this study was to explore the benefits and mechanisms for the outdoor adventure education（OAE）course, This study adopted qualitative research method of in-depth interview from ten participants attending"Sea Kayak Outdoor Leadership" elective course based on the master and Ph.D class at Department of Civic Education and Leadership, National Taiwan Normal University. The results were as follows: 1.The seven main benefits topic of the OAE course included: " physiological and inner self-improvement", "emotional control", "learning knowledge and ability growth", "interest development", "professional ability growth of outdoor instructors", "personal leadership development" and "positive reinforcement of relationships", and "interest development" is a new discovery of this study. 2.The eight main mechanisms for benefits of the OAE course included: "personal state", " time ", "environment", "unique experience of sea kayaking", "psychological disequilibrium", "team", "course " and "course leader". Among them, "time" and "unique experience of sea kayaking" were the seldom proposed mechanisms. This study makes the following recommendations for future research: 1.Make the most of outdoor elements and course duration to explore the benefits and mechanisms.2.Provide some subjective experience, feelings and the impact on benefits by exploring different outdoor elements.3.Discuss the benefits and mechanisms of different group or all ages in outdoor adventure education courses.4.Use different research methods to clear the causal relationship of mechanism.
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戶外冒險教育課程, 海洋獨木舟, 課程效益, 機轉, outdoor adventure education, sea kayak course, benefit, mechanism