國民中學戶外教育課程實施模式之研究

Abstract

本研究旨在探究國民中學戶外教育課程實施模式，涵蓋戶外教育課程之發展歷程、影響因素、實施挑戰及因應策略，進而建構具理論依據與實務可行性的課程實施模式。研究採用質性研究方法，以新竹縣某國民中學發展並推動戶外教育課程的教師團隊共12位教師為研究對象，包含行政團隊、發展課程教師與外聘指導員與實施課程教師等，藉由實務推動的情形來瞭解戶外教育課程發展之運作歷程與影響因素。依據研究目的發展研究工具以利蒐集相關資料，如:個人訪談大綱及文件資料（教師專業社群紀錄、觀議課紀錄、研究者反思日記與學生的學習單），整理與編碼資料後，經由持續比較法加以處理與分析。研究結果顯示：戶外教育課程的發展歷程呈現出「初期探索」、「鞏固深化」與「永續發展」三大階段，逐步從個人價值信念走向制度化的過程；而發展歷程中，受到校內支持、學生學習效益與外部專業資源等因素交互影響，彼此互動產生正向回饋循環；同時，課程推動歷課程定位不明、風險管理壓力、經費資源不足、親師認同低等多重挑戰，學校則透過多元因應策略提出解決方案。最終，建構的戶外教育課程實施模式，包括:階段課程循環模式、多元整合協作模式與建構支持系統模式，為課程的永續發展奠定了穩固基礎。研究最後提出具體建議，包括政策支持、學校推動、教師增能與後續研究方向，期望為未來戶外教育課程的發展與實踐，提供理論啟發與實務參考。This study investigates the implementation model of outdoor education curricula in junior high schools, examining its development, influencing factors, challenges, and coping strategies. A qualitative research design was adopted, targeting a team of 12 educators—including administrators, curriculum developers, and instructors—who implemented an outdoor education curriculum at a junior high school in Hsinchu County, Taiwan. Data were gathered through interviews and document analysis, including lesson observations, teacher reflections, and student work. Findings reveal a three-phase developmental trajectory: initial exploration, consolidation and deepening, and sustainable development. This trajectory reflects a shift from teacher-initiated efforts to institutionalized curriculum practices. The developmental process was shaped by the interplay of internal support, student learning outcomes, and external professional resources, which collectively fostered a positive feedback loop.However, the implementation process also encountered multiple challenges, including unclear curriculum positioning, pressures of risk management, insufficient resources, and low parental-teacher recognition. The school addressed these challenges through various adaptive strategies. The final implementation model consists of three interrelated components: a staged curriculum cycle model, a collaborative integration model, and a supportive system model, which together provide a solid foundation for the sustainable development of outdoor education curricula. Based on these findings, the study proposes concrete recommendations regarding policy support, school-level promotion, teacher professional development and future research directions, with the objective is to provide both theoretical insights and practical guidance for the promotion of outdoor education in junior high schools.