陳永龍Chen, Yong-Long許巧臻Syu, Ciao-Jhen2023-12-082023-06-272023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/e85248da1412593ca12bb1bc4ab0f49b/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119254本研究目的為探討體驗教育方案對國小高年級學童人際關係與自我效能之影響，並探討學童人際關係與自我效能是否相關及其因素。本研究採行動研究法，研究對象為新北市某國小五年級19位學童，以平面式探索活動為主軸，設計每週兩節課共八週之體驗教育方案。透過「國小學童同儕適應量表」及「自我效能量表」的前測、後測問卷，進行無母數統計，包含威克遜符號等級檢定及斯皮爾曼相關分析，輔以學生訪談、協同教師討論紀錄與研究者教學省思…等質性資料，研究結論歸納如下：一、體驗教育方案對國小高年級學童人際關係所產生的效益包含：善意的流動、形成一個團隊和與過往衝突和解。對學童人際關係產生影響的關鍵因素包含：不一樣的互動（活動設計）、溝通討論的形成（團體的力量）和嘗試配合（個人行為與思考的轉變），另外導師的班級經營模式與班級事件也是影響因素之一。二、體驗教育方案對國小高年級學童對自我效能所產生的效益包含：不輕易放棄、克服不自信的自己和交朋友不再困難。影響學童自我效能的關鍵因素包含：團隊與自身的成功（行為表現結果）、向同儕學習（替代性經驗）和他人與自己的精神喊話（口頭說服）。三、國小高年級學童參與體驗教育方案後，人際關係與自我效能有部分達顯著相關，其中一般性自我效能與人際關係中互動交流層面相關性最高，顯示出學童人際關係的狀態與自我效能感高低有相關性。根據本研究結論，提供體驗教育方案對國小學童人際關係與自我效能運用之參考。The purpose of this study is to explore the impact of experiential education projects on the interpersonal relationship and self-efficacy of fifth grades of elementary school students, and to explore whether the interpersonal relationship and self-efficacy are related and the factors.This research adopts the method of action research. The participants in this study were 19 students in the fifth grade of a certain elementary school in New Taipei City. Taking the portable adventure activity as the main axis, an experiential educational activity plan with two classes per week is designed for eight weeks. Through the pre-test and post-test questionnaires of"Peer Adaptation Scale for Elementary School Children" and "Self-Efficacy Scale", conduct no-matrix statistics, including Wilcoxon signed-rank test and Spearman correlation analysis, supplemented by student interviews, class teachers to discuss records and researchers' reflections... and other qualitative data. According to the results of quantitative and qualitative data analysis, the research conclusions are summarized as follows: 1. The benefits of the experiential education projects on the interpersonal relationship of fifth grades of elementary school students include: flow of goodwill, formation of a team, and reconciliation with past conflicts. Key factors that have an impact on the interpersonal relationship of schoolchildren include: different interactions (activity design), formation of communication and discussion (group strength), and attempts to cooperate (changes in personal behavior and thinking). In addition, the class teacher’s class management model and class events are also the influencing factors.2. The benefits of the experiential education projects on the self-efficacy of fifth grades of elementary school students include: not giving up easily, overcoming self-doubt and making friends are no longer difficult. Key factors affecting schoolchildren's self-efficacy include: team and self success (performance accomplishments), learning from peers (vicarious experience), and spiritual appeals from others and oneself (verbal persuasion). 3. After participating in experiential education activities, there is a significant correlation between interpersonal relationship and self-efficacy. Among them, the correlation between general self-efficacy and the level of interaction and communication in interpersonal relationship was the highest, showingthat the state of interpersonal relationship and the level of self-efficacy of schoolchildren are correlated.Based on the conclusions of this study, it provides a reference for the use of experiential education activities on the interpersonal relationship and self-efficacy of elementary school students.體驗教育方案人際關係自我效能Experiential Education ProjectsInterpersonal RelationshipsSelf-Efficacyetd