蔡居澤劉宗岳2019-08-282014-7-92019-08-282014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0099073206%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88411本研究旨在發展增進高關懷學生之自尊心的探索教育活動課程方案，於活動實施歷程中歸納出影響高關懷學生自尊心發展之相關因素。提出以下相關研究目的：（1）發展適合建立國中高關懷學生自尊心之探索教育活動課程；（2）探究實施探索教育活動課程對高關懷學生自尊心的改變情形；（3）探討高關懷學生因參與探索教育活動課程而有效建立自尊心之相關因素。據以此三項研究假設形成結論並提出建議，以供國民中學教師及教育等相關單位及人員作為設計青少年探索教育活動課程方案與輔導高關懷學生之參考。 本研究採行動研究法，利用臺中市某國民中學輔導室的小團體諮商時間，經導師篩選符合高關懷學生條件共十四位學生，參與為期十六週的探索教育活動課程。探索教育活動課程之設計符合建立自尊心項目，並且遵照探索教育課程設計之宗旨及理念，規劃、設計本次活動課程，再以羅森伯格青少年自尊心量表(Rosenberg Self-esteem Scale,SES量表)針對高關懷學生實施前測與後測得出自尊心表現分數。 再以無母數相依樣本符號檢定方式，檢測高關懷學生前後及後測之自尊心量表數據，得知高關懷學生在參與探索教育活動課程方案後，有效提升自尊心。本研究在高關懷學生自尊心的構成因素包含認識自我、發表意見、領導能力、成就感以及同儕的支持等方面，因此，除了羅森伯格自尊心量表之量化資料外，研究者亦透過蒐集研究參與者的活動學習單進行質性化分析，作為檢視高關懷學生在自我效能與自我價值提升之佐證資料。The purpose of this research was to further develop the adventure education program that enhance the level of self-esteem of these high-at-risk students. During the implementation of the program, we have concluded the main drivers those most drastically affect the development of the self-esteem of these high-at-risk students. Based on the results, we have come up the following related research topics: (1) Develop a compatible, effective adventure education program for middle school high-at-risk students; (2) Explore and implement this program and monitor the change in self-esteem levels that have been apparent among these students; (3) Explore related drivers that effectively enhance self-esteem throughout the program. The recommendations are made based on the outcomes of these three topics to provide middle school faculties and associated parties as a tool and reference to design teenager exploratory educational activities and program catered to high-at-risk students. This research took the Action Research approach, utilizing the counseling sessions of an anonymous middle school to hold the program. Based on the 14 students who had been filtered by their designated teacher according to each student’s qualifications as a high-at-risk student, we started this 16-week adventure education program. The design, concept, purpose, and planning behind this program are following Rosenberg Self-esteem Scale in tailoring to the difference in self-esteem levels before and after the participation of the program. Using two-sample t-test to verify the statistical significance of these self-esteem level data, it concluded that the positive effects on self-esteem levels of these high-at-risk students were indeed significant. Besides for the quantitative explanation this research, the researcher also collected the activity worksheet of these participants to run qualitative analysis as another proof of the positive impact on the students. As an observation based on the data, the main related factors of enhancing the self-esteem levels these high-at-risk students include: self-acknowledgement, expression of opinions, leadership, sense of accomplishment, and the support of their peers.高關懷學生探索教育活動課程自尊心At-risk studentsadventure education programself-esteem