探索教育校本課程對學生幹部領導才能之影響探究——以法拉第課程為例

Abstract

本研究旨在探討探索教育校本課程對學生幹部之領導才能，其所產生的效益與機轉因子。研究採質性半結構式訪談，以參與法拉第探索課程的學生幹部六位，以及兩位團隊教師為訪談對象。透過訪談後的資料分析，得出以下研究結果：一、課程對學生幹部帶來之領導才能效益，分為：「領導特質」、「人際能力」、「概念能力」三大面向，各面向又可分析出數項效益。「領導特質」包含過去文獻提及的「承擔責任、自信、以身作則、自我覺察」，有助於團體關係和運作的「親和力、情緒管理」，與幫助個人成長的「建立品格、堅持毅力。」而「人際能力」包含「溝通技巧、衝突處理、促進團隊合作、同理心、尊重。」最後，「概念能力」包含「組織能力、應變力、決策力、計畫能力、分析力。」二、課程帶來之領導才能效益機轉，可分為：「個人」、「課程」、「團體」三面向。其中「個人」的效益機轉包含：「做中學、反思覺察、心態與信念。」而「課程」的機轉包含：「課程內容、課程情境、幹部訓練。」最後，「團體」包含：「楷模學習、能力賦權、正向氣氛、教師引導、結果回饋、同儕互動。」在這12項機轉中，「做中學、心態與信念、課程情境、楷模學習、結果回饋」為最常被提及之效益機轉。對於學生領導才能的培訓，本研究提出三項建議：一、提供適切情境，讓學生累積實戰經驗。二、完善的支持系統，為學生裝備能力。三、學習覺察、領導自己，走在通往目標的方向上。最後，也為未來相關研究提出可延伸的概念。This study explores the benefits of a school-based adventure education curriculum on the leadership skills of student leaders and explores the mechanisms underlying these outcomes. A qualitative semi-structured interview method was employed, targeting six student leaders who participated in the Faraday Curriculum, along with two team teachers. Through data analysis of the interviews, the study results were as follows:1. The leadership benefits for student leaders were categorized into three dimensions:"leadership traits," "interpersonal skills," and "conceptual abilities," with specific benefits identified in each dimension: i. Leadership Traits: These include qualities highlighted in previous literature, such as "responsibility, confidence, leading by example and self-awareness" along with traits that enhance group dynamics and operations, such as "affinity and emotional management," and attributes fostering personal growth, such as " virtues, and perseverance." ii. Interpersonal Skills: These include "communication skills, conflict resolution, teamwork promotion, empathy and respect." iii. Conceptual Abilities: These include "organizational skills, adaptability, decision-making skills, planning abilities and analytical skills."

2. The mechanisms contributing to leadership benefits were categorized into three aspects: "individual," "curriculum," and "group." i. Individual: Includes "learning by doing, reflective awareness, and mindset and beliefs." ii. Curriculum: Includes "curriculum content, contextual scenarios, and leadership training." iii. Group: Comprises "role modeling, empowerment, positive atmosphere, teacher guidance, feedback, and peer interaction." Among these 12 mechanisms, "learning by doing, mindset and beliefs, contextual scenarios, role modeling, and feedback" were the most frequently cited.

For the training of students' leadership skills, this study proposes three recommendations: 1. Provide appropriate contexts to allow students to accumulate practical experience. 2. Establish a comprehensive support system to equip students with essential skills.3. Encourage self-awareness and self-leadership to guide them toward their goals.4. Finally, this study also presents extendable concepts for future related research.