體驗教育活動方案對班級經驗影響之研究：以臺北市某國中為例

Abstract

本研究旨在探究體驗教育活動對國中班級經驗之影響，採質主量輔的混合研究設計。邀請四位107學年度擔任七年級班級之導師參與，在兩週一次的課程中實施體驗教育活動，研究者入班觀察。質性標的是導師、學生訪談，量化標的則是班級氣氛，以瞭解體驗教育活動的成效及影響歷程。 依據研究結果可知，體驗教育活動對班級氣氛的影響無一致且大部分未達顯著，究其是因班級氣氛易受當時班級事件干擾。而體驗教育活動對國中導師班級經營的影響及作用在：（一）導師特質與理念更落實（二）活動經驗與反思助學習（三）生活應用與實踐先彩排（四）未來期待與展望再使用。對國中生班級經驗的影響則是：（一）加速團體催化（二）抽象概念理解（三）增進人際覺察。最後，研究者依研究結果，對體驗教育活動在國中階段實施及未來研究提出相關建議。This study aimed to explore the influence of experiential education program for classroom experience in junior high school, and mixed design that based on qualitative research and assisted with quantitative research was adopted. Four mentors of seventh grade class in 2019 were invited to join this study. Mentors practiced the experiential education program once every two weeks and researcher observed the reaction of students. In order to understand the effects and process of experiential education program, the subjects of qualitative research were interviews with mentors and students and the subjects of quantitative research was classroom climate. According to findings, the influence of experiential education program for classroom climate is inconsistent and non-significant mostly because the classroom climate was easy to interference with the events in the class at that time. The influence and effect of experiential education program for mentors’ classroom management in junior high school were: (1) implementingmentors’ character and ideal; (2) promoting to learn by the experience of program and reflection; (3) taking the rehearsal for life; (4) practicing again and expecting future. The influence of students’ experience in junior high school were: (1) facilitating the class group; (2) comprehend with the abstract concept; (3) enhance the awareness of interpersonal relation. In the light of results of research, researcher proposed the suggestions for practicing experiential education program in junior high school and future research.