探索教育應用於國中多元能力資源班之效益機轉研究

Abstract

本研究旨在探討探索教育用於國中課程的效益機轉，並歸納出適用於臺灣國中的探索教育課程發展要素。 隨著探索教育的發展，臺灣社會越發能夠接受這種盛行在歐美已久的教育方式，而針對其效益的研究隨之增加。然而當社會普遍認同此種教育的同時，如何維持探索教育的品質，如何使探索教育之效益得以在本土確實彰顯成為關注的議題。 本研究以台北某國中多元能力開發班的學生為對象，藉由行動研究，透過觀察紀錄與課程紀錄，歸納適用於本土國中學校的的探索教育課程發展要素。課程效益的探討則以生活效能量表（LEQ）做量化的檢驗，並透過訪談及課程觀察紀錄作質性的分析與歸納。 研究發現將探索教育置於臺灣課程是有效益的，其效益機轉有：並可歸納成：團體、個人、環境、課程、引導員五類。其中又以團體機轉最為重要，因國中生階段最重視的是同儕關係，因此團隊的建立與互動成為學習至為重要的機轉。而課程發展要素則有四大類：體驗原則、課程設計、課程發展、反思能力。透過此四大類的內容，相信可以協助想將探索教育帶入課程的實施者一些方向。

The purpose of this study is to investigate the benefits mechanisms of Adventure Education and induce the suitable Adventure Education curriculum elements for junior high schools in Taiwan. As Adventure Education is getting successful by the prove of researches, Taiwanese society are more adapted to this kind of education. However, as Adventure Education develops, the way of maintaining its quality and finding the suitable curriculum become an important issue for Taiwan. Qualitative research and action research were being used as the method of this study. The study consisted of 11 junior high school students from one anonymous school in Taipei as participants. Action research was used to design and implement the curriculum, and emotional control and social leadership were set as the purposes. By using LEQ (Life Effective Questionnaire) test, the result of this study showed positive effect on emotional control and social leadership. From the induction result of the observation notes and curriculum notes, suitable Adventure Education had been found in 4 ways: experiential theory, curriculum design, curriculum application, and reflective ability. 5 benefits mechanisms induced from the interview toward 11 students and 1 class teacher are: group, individual, environment, instructor, and curriculum. Furthermore, group had been found as the most important mechanism toward these teenagers.