無痕山林校外教學指導員專業素養之研究

Abstract

為將環境議題融入學童日常生活中，臺灣林務局推動「無痕山林運動」，藉由基礎國民教育的校外教學讓學童了解「如何在戶外活動中進行正確的LNT行為」，以推廣並落實無痕山林中心概念，因此指導員扮演舉足輕重的角色，其本身必須具備一定專業素養的綜合表現，來達成校外教學的最大效益。本研究主要目的欲探討無痕山林校指導員所需專業素養，選取臺灣無痕山林執行委員會內外高階教師及種子教師共八位指導員進行深度訪談，訪談後整理訪談內容，進行編碼、歸納及分析。結果顯示：一、無痕山林校外教學指導員應具備專業素養項目，共包含專業知能、專業態度、專業團體以及專業規範四項；二、無痕山林校外教學指導員應有十二項基本的專業基礎素養，包括安全救護能力、生態認知、使用適當戶外裝備、引起學習動機、清楚表達與溝通能力、團隊帶領能力、環境友善對待、以身作則認同他人、正面開放對待他人、生活實踐、建立認同度、自我規範。高階教師偏向教學上的知能獲取，種子教師則偏向自我基本能力養成；三、無痕山林校外教學指導員培訓課程需強化教學概念推展及校外教學知能課程，增進專業素養的養成。本研究後續建議：一、搭配種子教師協同教學，增加教學活動經驗；二、指導員自我進修提升教學品質；三、加入本土法律訂定臺灣本土無痕山林運動；四、相關團體協力運作建立指導員專業地位；五、與其他指導員進行比較研究；六、以量化研究建構無痕山林校外教學專業素養條件；七、比對美國無痕山林指導員培育組織與本土培育組織之個案研究。The Leave No Trace (LNT) program were to minimize impacts to natural resources, and help provide a positive recreational experience for all visitors. In 2008, the Forestry Bureau attempted to combine LNT instructors’ professional with outdoor education (outschool education). The LNT instructors’ professional literacy have not been clearly established. Therefore, the purpose of this study is to investigate it. The research methods included literature review and semi-structured interview. The respondents of the survey including 4 Masters and 4 Trainers. The results were as following: 1. LNT Instructors should have 4 sections in professional literacy , which are “professional competency”, “professional attitude”, “professional organization” and “Professional standards”. 2. LNT Instructors should have 12 basic items, which are “emergency care”, “outdoor ability”, “using suitable outdoor equipment”, “bringing learning motivation” “clear communicating”, “group leadership”, “facing environment friendly”, “leading by personal example”, “positive to others”, “practicing in life”, “establishing identification” and “restriction of self”. 3. LNT instructors should strengthen the teaching conception, and develop the professional literacy. The study suggested: 1. To teach with Trainer increasing teaching experience. 2. To pursue further education of instructors themselves. 3. To enhance local teaching on education curriculum. 4. To establish instructors’ professional position be assisted by related organization. 5. To compare with other instructors comprehending the differences between professional literacy. 6 To conduct qualitative studies interpreting LNT outdoor instructors’ professional literacy. 7. To contrast the discrepancies between America and Taiwan of their education organizations.

Key words: Leave No Trace (LNT), outdoor education, LNT outdoor instructor, professional literacy