臺北市國民中學教師實施戶外教育課程現況與阻礙之研究

Abstract

本研究旨在探究臺北市國民中學教師實施戶外教育課程現況與阻礙之研究，比較不同背景變項所產生的差異，並分析實施現況與實施阻礙之相關性。研究者依據研究目的與問題蒐集國內外與本研究相關的文獻與問卷量表，進行問卷量表的專家審核、問卷預試，來確立正式問卷。本研究採調查研究法，以111學年度的臺北市國民中學教師為母群體，以便利取樣的方式進行抽樣，於2022年6月至9月進行預試，同年11月至2023年的2月進行正式施測。本研究共發放600份問卷，回收問卷共536份，有效問卷為528份。以描述性統計、ｔ考驗、單因子變異數分析、皮爾森積差相關及典型相關等統計方法，透過統計軟體SPSS for Mac 26.0進行資料分析，過程謹遵研究倫理原則，以維護研究倫理，主要結論如下：不同「擔任職務」、「學校規模」、「班級人數」、「任教領域」和「戶外教育相關經驗」在實施戶外教育現況上有顯著差異。不同「服務年資」、「學校規模」和「戶外教育相關經驗」（參與戶外教育研習、參與戶外教育社群和閱讀戶外教育相關書籍）在實施戶外教育阻礙上有顯著差異。臺北市國中教師之實施現況與實施阻礙有顯著的低度負相關；實施現況中的「專業發展」構面與實施阻礙中的「課程與教學」構面有負相關；實施現況中的「課程發展」構面與實施阻礙中的「安全風險管理」有負相關。最後根據研究結論，建議想實施戶外教育課程的學校多辦理課程研討會與社群，建議想實施戶外教育課程的教師多運用社團課與協同教學來降低師生比，並在領域內共備課程。冀望本研究之結果，有助於戶外教育未來的推廣與發展。The purpose of this study is to investigate the current status and barriers to the implementation of outdoor education curriculum among junior high school teachers in Taipei City. It aims to compare the differences arising from various contextual variables and analyze the correlation between the current status and implementation difficulties. The researcher collected domestic and international literature and questionnaires related to the study objectives and questions. Expert review and pretesting of the questionnaires were conducted to establish the official questionnaires. The study adopted a survey research method and used convenience sampling to select junior high school teachers in Taipei City during the 111th school year. The pretest was conducted from June to September 2022, followed by the formal data collection from November 2022 to February 2023. A total of 600 questionnaires were distributed, and 536 were returned, with 528 valid responses. Descriptive statistics, t-tests, one-way analysis of variance, Pearson's product-moment correlation, and canonical correlation analysis were used to analyze the data using the statistical software SPSS for Mac 26.0. The study strictly adhered to ethical principles to maintain research ethics. The main findings are as follows: There were significant differences in the current status of outdoor education implementation based on "position held," "school size," "class size," "field of teaching," and "outdoor education-related experience." There were significant differences in the barriers to implementing outdoor education based on"years of service," "school size," and "outdoor education-related experience" (participation in outdoor education studies, participation in outdoor education communities, and reading outdoor education-related books). The implementation status of junior high school teachers in Taipei City showed a significant negative correlation with implementation difficulties. The "professional development" component of the implementation status was negatively correlated with the "curriculum and teaching difficulties" component of the implementation barriers, and the "curriculum development" component of the implementation status was negatively correlated with the "safety risk management" component of the implementation difficulties. Based on the research findings, schools that want to implement outdoor education programs are advised to hold more curriculum workshops and communities, and teachers who want to implement outdoor education programs are advised to use club classes and co-teaching to reduce teacher-student ratios and to prepare lessons together in the field. It is hoped that the results of this study will contribute to the future promotion and development of outdoor education.