戶外教育融入服務學習對自學團高中生全球公民素養之影響研究

Abstract

面臨全球化挑戰下的21世紀教育專業社群愈來愈關注人權、平等、促進和平與永續發展的議題。在2013年聯合國教科文組織更試圖定義年輕人為「世界公民」的必備條件，以培養「有能力的全球公民」(empowered global citizens)為目標，讓學習者積極扮演解決全球性議題的角色，進而促進公平、和平安全的永續世界。為了迎合全球化趨勢，我國現階段中小學教育國際化也面臨著考驗，除了我國12年國教課程綱要將國際教育融入各領域學科，探討全球永續議題、提升資訊科技運用能力之外，教育部亦與時俱進的在2014年11月公布實施實驗教育三條例，賦予實驗教育更多辦學彈性，期待實驗教育能提供學生多元適性的學習機會，推動課程國際化，培育全球公民素養。研究者致力於推廣服務-學習教學法於各級學校，從許多文獻研究顯示服務-學習不但是全人教育的方式，也是實踐公民社會的策略之一。然而在服務-學習課程實施現場，常因學生具體經驗不足，對議題資料探索不夠深入，無法獲得深刻感受，與社會議題很難以產生連結關係，在反思的厚度上顯得不足，造成學生成就動機不強，進而對後續的公民行動方案無感，易流於口號儀式化，影響學習效益。總之，對議題的知覺與關懷的具體經驗與感受不足，是服務-學習歷程中的缺憾。當研究者在臺師大公領系再度進修時，接觸了經驗教育，爬梳許多關於戶外教育的文獻後發現：戶外教育與服務-學習的哲學原則都是基於體驗教育的基礎，都是源自於杜威「做中學」概念延伸，且戶外教育形式非常多元具有高度包容性，可以和各學習領域議題連結，擴展學生的經驗和視野。若能將戶外教育和服務-學習的經驗遷移與運用，兩者截長補短，將有機會讓學生獲得豐富的自我探索與社會適應，厚實公民素養養成教育。本研究提出研究問題如下: 一、 戶外教育融入服務-學習課程對自學團生公民素養的影響? 二、 戶外教育融入服務-學習課程時，必須考量那些因素? 由於「教師即研究者」，本研究將以行動研究為主，反思檢視研究者自行設計的服務-學習套裝課程成效，並證實戶外教育與服務學習的融合與互補效益。 資料收集來源自研究對象與協同研究者，包含量化資料：學生參與服務學習經驗自評量表；質性資料：反思與任務紀錄、學生焦點團體訪談紀錄、教師焦點團體訪談紀錄。由於本研究樣本數限制，故以質性資料為主要分析內容，再輔以量化資料參考。 企盼能將服務-學習與戶外教育兩者融合設計為一學期的特色課程實踐於實驗教育的高中生，探討戶外教育融入服務-學習課程的可行性，以及培育全球公民素養的效益，並根據研究結果，提供非學校型態實驗教育的特色課程設計參考。Facing the challenges of globalization, the 21st-century educational community is increasingly concerned about human rights, equality, and the promotion of peace and sustainable development. In 2013, the United Nations Educational, Scientific and Cultural Organization (UNESCO) attempted to define the essential qualities of young people as"global citizens" with the goal of fostering "empowered global citizens." This aims to empower learners to actively engage in addressing global issues and promote a fair, peaceful, and secure sustainable world. To meet the demands of globalization, the internationalization of primary and secondary education in our country is currently facing tests. In addition to integrating international education into various subject areas through the 12-year national curriculum guidelines, the Ministry of Education has also been proactive. In November 2014, it announced the implementation of three regulations on experimental education, granting more flexibility to experimental education. The expectation is that experimental education can provide students with diverse and adaptive learning opportunities, promote curriculum internationalization, and cultivate global citizenship.The researcher has been dedicated to promoting the pedagogy of service-learning in schools at all levels. Multiple literature studies have shown that service-learning is not only a method of holistic education but also one of the strategies for practicing civil society. However, in the implementation of service-learning courses, students often lack concrete experiences and fail to explore the issues deeply enough to gain profound understanding. They struggle to establish connections with social issues and lack sufficient depth in reflection, resulting in weak motivation and a lack of interest in subsequent civic action plans. It is easy for their involvement to become merely symbolic, which affects the effectiveness of learning. In summary, the insufficient perception, concrete experience, and understanding of social concerns are the shortcomings in the service-learning process.During further studies at the Department of Outdoor Education at National Taiwan Normal University, the researcher came across experiential education. After reviewing numerous documents on outdoor education, it was discovered that outdoor education and the philosophical principles of service-learning are both based on experiential education. They both originate from John Dewey's concept of "learning by doing," and outdoor education, in particular, exhibits a highly inclusive and diverse range of forms. It can be connected to various learning domains and expand students' experiences and perspectives. By transferring and utilizing the experiences of outdoor education and service-learning, both approaches can complement each other, allowing students to engage in rich self-exploration and social adaptation, thereby cultivating citizenship qualities. The research poses the following questions:1. What is the impact of integrating outdoor education into service-learning courses on the civic literacy of self-study group students?2. What factors must be considered when integrating outdoor education into service-learning courses?As the "teacher as researcher," this study will mainly adopt action research to reflect on and examine the effectiveness of the researcher's self-designed service-learning curriculum. It will verify the integration and complementary benefits of outdoor education and service-learning. Data will be collected from research subjects and collaborative researchers, including quantitative data such as student self-assessment scales for participating in service-learning experiences, and qualitative data such as reflections, task records, student focus group interview records, and teacher focus group interview records. Due to the limited sample size in this study, qualitative data will be the primary focus of analysis, supplemented by reference to quantitative data.The aim is to integrate service-learning and outdoor education into a semester-long specialized course for high school students in experimental education settings, exploring the feasibility of incorporating outdoor education into service-learning courses and the benefits of cultivating global citizenship literacy. Based on the research results, the study will provide references for the design of specialized courses in non-traditional forms of experimental education.