登山攀岩在學校本位課程之行動研究

Abstract

登山攀岩在學校本位課之行動研究

摘 要

本研究旨在探討在體育課實施登山攀岩學校本位課程，透過行動研究的方式了解本校具有哪些發展登山攀岩課程的條件、建立課程的教學方式、瞭解教學的成效與對學生休閒運動的影響、探討進行登山攀岩課程所面臨的困境與問題。本研究採取行動研究的方式，透過文獻探討，蒐集探索教育、經驗教育、建構主義等相關理論，編擬登山攀岩課程計畫，並對兩個年級的學生實施登山攀岩課程，透過學生心得、教師日誌、訪談、照片、觀察、問卷等多種資料蒐集，交叉驗證以提高本行動研究之信度。主要研究結果如下：（一）以全學年進行班群課表規劃可以解決學校本位課程的排課問題。（二）登山攀岩讓運動場地延伸到校外及立體使用，紓解場地不足的壓力。（三）登山路線規劃的應考慮氣候、地形、難度、體力需求與新奇性進行規劃。（四）學校人工攀岩場地的興建，應注意安全性與高使用率。（五）課程的進行方式應提供不同難度的挑戰選擇，讓學生可以依自己的能力，選擇合適的挑戰。（六）本課程能夠讓學生獲得運動技能、增進運動休閒的參與、從活動中獲得樂趣，增進團隊與人際間的互動。（七）、應提供課程設計發展評鑑獎勵制度，鼓勵教師研發學校本位課程。根據本研究結果，針對登山攀岩學校本位課程，對教育主管單位、學校行政單位、教師及後續研究者分別提出建議。

關鍵字：登山、體育課程、探索教育、學校本位課程An Action Research on Integrating Mountaineering and Rock climbing into School-based Curriculum

Abstract The purpose of this research was to study the integration of mountaineering and rock climbing activities into school-based sports curriculum. The goals of the study were: 1. To determine the resources and conditions of this school for integrating mountaineering and rock climbing activities into school-based physical education; 2. To establish the methodology and model for such physical education courses; 3. To evaluate the effectiveness and effects of such physical education courses on the students; 4. To appraise the difficulties and problems of integrating such courses into school-based physical education programs.The methodology of this research was based on action research and study of various education theories such as adventure education, experience education, environmental education, and constructism. Data were collection frome students’ feedback, teacher’s class logs, interviews, photos, observations and questionnaires. The credibility of this action research had been cross-examined and verified through various data. The results of the research were summarized as follows: (1) The overall course plans, if worked out on semester basis for school-based physical education, would overcome class scheduling problems. (2) Because rock climbing course could make use of off-campus sites, the problem of insufficient in-campus sites could be overcome, and this helped to expand the “virtual physical education site” to off-campus sites. (3) While planning mountaineering courses, the teacher should consider such factors as weather, trail topography, physical capability of students, skill levels, and students’ tendency toward learning new mountaineering and rock climbing experiences. (4) Schools should place top priority on safety requirements and high facility utilization rate while building rock-climbing facilities. (5) Courses requiring different skill levels and physical capability should be planned and offered to students, enabling students to select the courses which they could cope with. (6) The mountaineering and rock climbing courses not only enable students to develop new sports skills, but also become more enthusiastic in sports and leisure participation. Students obviously enjoyed such activities, and these activities helped students fster better team spirit and inter-personal relationships. (7) The national school education authority should work out an appraisal policy encouraging teachers to develop innovative school-based curriculum. Based on the results of this research, the thesis presents suggestions were made to the Ministry of Education, school administrative departments, physical education teachers, and researchers.

Key words: mountaineering, physical education program, adventure education, School-based curriculum