戶外教育師資培訓課程成效

Abstract

近年來由各專家學者及家長陸續反省過往學校傳統以成績掛帥的學習方式，並出現提倡戶外教育之呼聲。戶外教育以Deway的體驗教育為核心，倡導以學生實際的生活經驗為出發點，對真實世界進行探究與實作，進而學習能應對未來挑戰所需的能力。然而，已進入學校服務的現場教師是否具備其所需之專業能力有賴於有效的師資培訓課程。本研究主要目的在瞭解教育部「戶外教育師資培訓計畫」之課程成效及探討影響成效之因素。基於Kirkpatrick的反應、學習二層次等評估歷程作為研究架構，探究參與者背景變項（性別、年資、參與動機、戶外經驗）是否為影響培訓計畫課程之因素。研究對象為參與教育部第一期計畫「戶外教育師資培訓」之中小學教師，共計101名。本研究屬於量化主導的混合方法研究設計，質性資料的分析提供對統計結果的深化與補充說明，以結構性問題與開放式問卷針對參與學員調查個人基本資料，並評估學員對課程滿意度、個人學習成效等。透過資料整理與分析，得出結論與建議如下：一、參與培訓教師對於戶外教育師資培訓課程感到滿意，並具有有效的個人學習。二、參與培訓教師性別、年資與戶外經驗的不同在反應層次上呈顯著差異，而在行為層次上皆無顯著差異。最後根據本研究結果，歸納以下研究建議：一、冒險教育與環境教育兩主題課程分開辦理，讓學習者更專注於自己所選擇的專業領域。二、校內行政人員協教師共同參與，強化學員返校後的夥伴支持。三、增設引導反思系列課程，協助學員朝專業發展。In recent years, increasing reflection among educators, scholars, and parents has led to a growing critique of traditional school systems that emphasize academic performance over holistic development. In response, outdoor education has emerged as a valuable pedagogical approach, rooted in Dewey’s theory of experiential learning. This model emphasizes real-life experiences and hands-on inquiry to cultivate the competencies needed to meet future challenges. However, the effectiveness of outdoor education in formal settings depends largely on whether in-service teachers possess the appropriate professional capabilities—capabilities which must be supported through effective teacher training programs.This study aims to evaluate the effectiveness of Taiwan's Ministry of Education “Outdoor Education Teacher Training Program” and explore factors influencing its outcomes. Using Kirkpatrick’s evaluation model, this research examines both the reaction and learning levels among participants, while considering background variables such as gender, teaching experience, motivation, and prior outdoor education exposure. A total of 101 elementary and secondary school teachers who participated in the program were surveyed. A quantitatively oriented mixed-methods approach was adopted. Structured questionnaires were used to collect data on participant demographics, course satisfaction, and perceived learning outcomes. Open-ended responses were analyzed to supplement quantitative findings and provide richer insight into factors affecting training effectiveness.Results indicate that participants reported high levels of satisfaction and perceived learning. Significant differences in reaction level were found based on gender, teaching seniority, and outdoor experience, while no significant differences were observed at the behavior level. The study offers several recommendations: (1) design separate modules for adventure education and environmental education to allow deeper specialization; (2) encourage participation from school administrators to enhance post-training support; and (3) integrate guided reflection sessions to support teachers’ professional development and long-term growth.