體驗教育課程對國小學生團隊發展影響之研究以臺北市某實驗教育機構為例

Abstract

在國小學童成長過程中，團隊與人際關係的發展與建立扮演舉足輕重的角色，對其個人發展與學習成效有深遠的影響，在團隊合作與同儕互動中學習到的重要技能，如溝通、協作、同理和問題解決能力，培養與社會接軌的能力，為未來的人際關係和群體參與奠定了基礎。因此本研究目的在探討體驗教育課程對國小五年級學生團隊發展之歷程與學習效益，研究對象為臺北市某實驗教育機構20位五年級學生，以平面式活動為課程主軸，設計每週兩小時共八週之體驗教育課程方案。本研究採質性方法參繳驗正透過焦點團體訪談，整理課後學生反思筆記、研究者課程省思紀錄及訪談紀錄，聚焦於角色分配、人際關係及問題解決三大核心要素，觀察學生在團隊發展中的變化與成效。研究結果歸納如下:一、 經歷體驗教育課程後，幫助學生在團隊中更清楚自己角色的界定，學生熟悉自己與同儕的特質後，教師可以持續引導學生，在不同的組別中將更自然地分工合作，發揮彼此的特長，在這樣的班級氛圍下，每位學生都找到自己在團隊的定位，且在團體中能有價值感。二、增進學生間人際關係運作，學生能以正向的態度看待同學間的差異，轉換立場，尊重與同理他人，促進人際關係與互動，增進和諧與邁向成功。三、與人協作溝通，形塑團隊的樣貌，團隊學習真誠分享、同理包容差異、彼此扶持，並且更加理解良好的溝通與協作對於成功的重要性，不僅讓班級氛圍融洽，也正一步步形塑美好的團體樣貌。最後，本研究根據研究結論，提出給未來教育夥伴與後續未來相關研究的建議、課程方案設計帶領之方向，以及研究者在研究過程中之反思。During the growth process of elementary school students, the development and establishment of teamwork and interpersonal relationships play a crucial role, profoundly influencing their personal growth and learning outcomes. Through teamwork and peer interaction, students learn essential skills such as communication, collaboration, empathy, and problem-solving, which help them connect with society and lay the foundation for future relationships and group participation.This study aimed to explore the process and learning benefits of experiential education programs for fifth-grade elementary students. The participants were 20 fifth-grade students from an experimental education institution in Taipei City. The program was designed as a flat-structured activity, consisting of an eight-week experiential education curriculum with two-hour sessions each week. A qualitative approach was adopted, incorporating focus group interviews, students' reflective journals, the researcher’s course reflections, and interview records to examine changes and outcomes in students' teamwork development. The study focused on three core elements: role distribution, interpersonal relationships, and problem-solving. The research findings are summarized as follows:1.Role Clarity and Team Contributions: After participating in the experiential education program, students became more aware of their roles within the team. As they gained familiarity with their own and their peers' traits, teachers could guide them to naturally divide tasks and leverage each other's strengths in various groups. This positive class atmosphere allowed each student to find their position in the team and feel a sense of value within the group.2.Improved Interpersonal Relationships: The program enhanced students' interpersonal dynamics. Students adopted positive attitudes toward their peers' differences, shifted perspectives, and demonstrated respect and empathy for others. This fostered better interactions, harmony, and progress toward collective success.3.Collaboration and Communication Skills: The students learned to collaborate and communicate effectively, shaping the dynamics of the team. Through sincere sharing, empathy, and mutual support, they developed a deeper understanding of the importance of good communication and collaboration for success. This not only created a harmonious class atmosphere but also gradually shaped a cohesive and supportive group identity.Finally, based on the study's conclusions, recommendations were provided for future educational practitioners, directions for related studies, curriculum design and facilitation, and reflections from the researcher throughout the research process.