體驗教育引導員課程取向之研究
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2023
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課程取向做為課程設計的基礎，使課程組成有較高內部一致性，因此均衡調和澄清各種課程取向，有助於體驗教育引導員瞭解課程設計的邏輯優先順序，理解與分析課程設計中的脈絡。研究目的為探討體驗教育引導員課程取向，藉以發展體驗教育引導員課程取向分布，提供體驗教育工作者在課程設計之參考。研究方法採用紮根理論，資料蒐集以深度訪談與焦點團體訪談六位體驗教育引導員為主，課程觀察與文件分析為輔，並以課程取向的哲學基礎為架構進行分析，對研究資料進行互動思考、持續比較分析與系統編碼，直到資料飽和建構的模式進入成熟階段，再次回顧文獻相互比較，進而逐漸浮現出體驗教育的課程取向分布。結果與討論：一、資深體驗教育引導員的專業成長要素，分別是學習的來源、課程的焦點、接案的類型、經驗的積累、課程的風格，以及領域的脈絡等；由此發展歷程得知，體驗教育是引導員與經驗之間持續不斷交互作用的歷程，也是課程與取向永不止息的溝通。二、影響資深體驗教育引導員課程取向之因素，分別包含在目標因素、歷程因素，以及情境因素的範疇當中；各範疇間的內容可以看出引導員發展歷程中所凝結的部分概念，看見體驗教育專業的技術知能、核心價值與情境互動，勾勒課程取向分布概略的輪廓。三、資深體驗教育引導員之課程取向分布，分別包含認知過程發展取向、自我實現取向、社會重建取向、科技取向，以及課程價值取向等；從這些分布比較清楚瞭解，體驗教育課程是可以建構於不同的取向，代表課程應該做什麼的信念，推展成為需要肩負的目標是什麼。四、資深體驗教育引導員評估課程取向之感受，分別是真實的體驗、歷程的掌握、學習的態度、課程的要素、行為的改變，以及領域的發展等，都是值得體驗教育課程取向深入研究的議題。結論與建議：資深體驗教育引導員在發展歷程中，受到課程取向因素的影響，發展出五種課程取向分布，並能評估自身對於課程取向之感受。建議後續相關的研究者持續探究與善用引導員課程取向分布圖；建議體驗教育實務工作者參考該課程取向發展專業課程與組織體系。
Curriculum orientation is the basis of curriculum design so that the curriculum composition has a high internal consistency. Therefore, the balance and clarification of various curriculum orientations will help experiential education facilitators understand the logical priority of curriculum design and understand and analyze the context of curriculum design. The purpose of the research was to explore the curriculum orientation of experiential education instructors, develop the distribution of experiential education instructors' curriculum orientation, and provide a reference for experiential educators in curriculum design. The research method adopted grounded theory, and the data collection was mainly based on in-depth interviews and focused on group interviews with six experiential education facilitators, supplemented by document analysis, continue comparative analysis, and systematic coding, until the model of data saturation construction entered a mature stage, reviewed the literature again and compared with eachother, and then gradually emerged the curriculum orientation distribution of experiential education. Results and discussion: 1. The curriculum-oriented development processed of senior experiential education facilitators, which were the source of learning, the focus of the curriculum, the type of case reception, the accumulation of experience, the style of the curriculum, the context of the field, etc.; The process learned that experiential education is a process of continuous interaction between facilitators and experience, and it was also a never-ending communication between curriculums and orientations. 2. The factors that affect the curriculum orientation of senior experiential education facilitators were included in the categories of goal model, curriculum model, and situational model; the content between each category could be seen in some concepts condensed in the facilitator's development process, and experience the technical knowledge, core values and situational interaction of education majors outline the outline of the distribution of curriculum orientation. 3. The curriculum orientation distribution of senior experiential education instructors includes cognitive process development orientation, self-realization orientation, social reconstruction orientation, technology orientation, and curriculum value orientation. It was clear from these distributions that experiential education curriculums can be constructed in different orientations, representing the beliefs of what the curriculum should do, and developing into what goals need to be shouldered. 4. The feelings of senior experiential education facilitators in evaluating the curriculum orientation, were the real experience, the mastery of the process, the attitude of learning, the elements of the curriculum, the change of behavior, and the development of the field, were all worthy of in-depth research onthe curriculum orientation of experiential education issue. Conclusions and suggestions: In the curriculum of development, senior experiential education facilitators were affected by curriculum orientation factors, developed five curriculum orientation distributions, and could evaluate their feelings about curriculum orientations. It is not only recommended that subsequent relevant researchers continue to explore and make good use of the facilitator's curriculum orientation distribution map, but experiential education practitioners refer to this curriculum orientation to develop professional curriculums and organizational systems.
Curriculum orientation is the basis of curriculum design so that the curriculum composition has a high internal consistency. Therefore, the balance and clarification of various curriculum orientations will help experiential education facilitators understand the logical priority of curriculum design and understand and analyze the context of curriculum design. The purpose of the research was to explore the curriculum orientation of experiential education instructors, develop the distribution of experiential education instructors' curriculum orientation, and provide a reference for experiential educators in curriculum design. The research method adopted grounded theory, and the data collection was mainly based on in-depth interviews and focused on group interviews with six experiential education facilitators, supplemented by document analysis, continue comparative analysis, and systematic coding, until the model of data saturation construction entered a mature stage, reviewed the literature again and compared with eachother, and then gradually emerged the curriculum orientation distribution of experiential education. Results and discussion: 1. The curriculum-oriented development processed of senior experiential education facilitators, which were the source of learning, the focus of the curriculum, the type of case reception, the accumulation of experience, the style of the curriculum, the context of the field, etc.; The process learned that experiential education is a process of continuous interaction between facilitators and experience, and it was also a never-ending communication between curriculums and orientations. 2. The factors that affect the curriculum orientation of senior experiential education facilitators were included in the categories of goal model, curriculum model, and situational model; the content between each category could be seen in some concepts condensed in the facilitator's development process, and experience the technical knowledge, core values and situational interaction of education majors outline the outline of the distribution of curriculum orientation. 3. The curriculum orientation distribution of senior experiential education instructors includes cognitive process development orientation, self-realization orientation, social reconstruction orientation, technology orientation, and curriculum value orientation. It was clear from these distributions that experiential education curriculums can be constructed in different orientations, representing the beliefs of what the curriculum should do, and developing into what goals need to be shouldered. 4. The feelings of senior experiential education facilitators in evaluating the curriculum orientation, were the real experience, the mastery of the process, the attitude of learning, the elements of the curriculum, the change of behavior, and the development of the field, were all worthy of in-depth research onthe curriculum orientation of experiential education issue. Conclusions and suggestions: In the curriculum of development, senior experiential education facilitators were affected by curriculum orientation factors, developed five curriculum orientation distributions, and could evaluate their feelings about curriculum orientations. It is not only recommended that subsequent relevant researchers continue to explore and make good use of the facilitator's curriculum orientation distribution map, but experiential education practitioners refer to this curriculum orientation to develop professional curriculums and organizational systems.
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課程取向, 體驗教育, 引導員, 紮根理論, 課程取向分佈圖, 戶外教育, Curriculum Orientation, Experiential Education, Facilitator, Grounded Theory, Curriculum Orientation Distribution Map, Outdoor Education