戶外教學提升青少年自我概念之行動研究－以屏東縣95年童軍小隊長訓練營為例

Research on Training Camps that Help Young People to Improve self-concept Based on the 2006 Boy Scout Leadership Training Camp Held in Pingtung County

10.6423/HHHC.200703.0254

張坤鄉；王文華

戶外教學 ； 自我概念 ； 生理自我 ； 心理自我 ； 社會自我 ； training camp ； self-concept ； physical self ； mental self ； social self

學校行政

48期（2007 / 03 / 01）

254 - 275

繁體中文

本研究主要在探討戶外教學對學生自我概念之影響，以屏東縣95年童軍小隊長訓練營之露營教學活動進行行動研究。研究對象為參與訓練的高中、高職、與國中學生共計126人。透過量化的方法，以自我概念量表做戶外教學前後的施測收集資料；並用質性的研究方法，在戶外教學前、中、後三階段來進行觀察與訪談，以收集更深入的資料俾互為印證。所得到的結論是：在量化方面：1.全體學生在戶外教學前後之自我概念分層面與整體自我概念皆無差異；2.男女生在戶外教學前後之自我概念分層面與整體自我概念皆無差異；3.高、國中生在戶外教學前後之自我概念分層面與整體自我概念皆無差異。另從觀察與訪談却得知學生在戶外教學前後之自我各方面的表現都有明顯進展。依此提出建議：1.將戶外教學列為正式課程的一環，並增加辦理戶外教學的次數。2.讓童軍訓練的課程內容更加豐富化。3.讓戶外教學項目多元化。

The main purpose of this research is to investigate the effects of training camps that can help students to improve and develop positive self-concept based on the 2006 Boy Scout Leadership Training Camp held in Pingtung County. The research targets on middle school, high school, and vocational high school students who have attended the training, with a total of 126 people. To use quantitative analysis, a self-concept chart was made to collect and record data at the beginning and the end of the training. And with the method of qualitative analysis, observations and interviews were made during the beginning, middle, and end phases of the training for more detailed data. The result of quantitative analysis is as follows: 1. The level of self-concept did not change during the beginning and the end of the training for all students; 2. The level of self-concept did not change during the beginning and the end of the training for both boys and girls; 3. The level of self-concept did not change during the beginning and the end of the training for both middle and high school students. The result of qualitative analysis: From the observations and interviews, there is an obvious improvement in the self-concept and self-awareness of the students after the training. Thus, we would suggest that: 1. training camp become part of regular classes and increase the number of training camps; 2. the courses and activities at Boy Scout training camps can be more interesting; 3. training camps to offer diversified programs.

1. 江玉卉(2005)。實施休閒教育影響國中學生自我效能感之研究。公民訓育學報，16，57-84。
   連結：
2. Association for Experiential Education (AEE)(1994).AEE definition of experiential education.Boulder, CO:Association for Experiential Education.
3. Benson, L. E.(1981).Self-concept change in an outdoor leadership course using communication skills and debriefings.
4. Berman, D. S.,Davis-Berman, J.(2000).Therapeutic uses of outdoor education.Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. ERIC: ED448011.
5. Berman, D. S.,Davis-Berman, J. L.(1995).Outdoor education and troubled youth.Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.
6. Boss, J. A.(1990).Outdoor education and the development of civic responsibility.Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools.
7. Cason, D.,Gillis, H.(1994).A meta-analysis of outdoor adventure programming with adolescents.Journal of Experiential Education,17(1),40-47.
8. Chickering, A.,M. Keeton (Ed.)(1976).Experiential learning.San Franciso, CA:Jossey Bass.
9. Davis-Berman, J. L.,Berman, D.(1994).Wilderness therapy: Foundations, theory and research.Dubuque, IA:Kendall/Hunt.
10. Dewey, J.(1938).Experience and education.New York:Macmillan.
11. Ewert, A.(1977).The effects of outdoor adventure upon self-concept.
12. Gillett, D. P.(1991).The effects of wilderness camping and hiking on the self-concept and environmental attitudes and knowledge of twelfth graders.Journal of Environmental Education,22(3),33-43.
13. Harris, I.(2000).The development of the "self concept" of secondary school pupils through short term residential outdoor education experience.Horizons,7(8),9-11.
14. Hattie, J.,Marsh, H.,Neill, J.,Richards, G.(1997).Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference.Review of Educational Research,67(1),43-87.
15. Hazelworth, M. S.,Wilson, B. E.(1990).The effects of an outdoor adventure camp experience on self-concept.Journal of Environmental Education,21(4),33-37.
16. Huberstone, B.,Lynch, P.(1991).Girls concepts of themselves and their experiences in outdoor education programmes.Journal of Adventure Education and Outdoor Leadership,8(3),27-31.
17. Iida, M.(1984)..
18. Lappin, E.(1984).Outdoor education for behavior disordered students.Las Cruces NM: Clearinghouse on Rural Education and Small Schools. ERIC: ED261811.
19. Luckner, J. L.(1989).Effects of participation in an outdoor adventure education course on the self-concept of hearing-impaired individuals.American Annals of the Deaf,134(1),45-49.
20. Marsh, P. E.(1999).Bloomington, IN,Indiana University.
21. McAdam, E. K.(1986).Cognitive behavior therapy and its application with adolescents.Journal of Adolescence,9,1-15.
22. Miller, R. A.(1977).The development of a positive self-image through resident camping experiences.Communicator,9(1),48-50.
23. O`Connell, T. S.(2002).Multidimensional self-concept and outdoor adventure education with adolescents.
24. Purkey, W. W.(1988).An overview of self-concept theory for counselors.ERIC Clearinghouse on Counseling and Personnel Services Ann Arbor MI. ED304630.
25. Raimy, V. C.(1948).Self-reference in counseling interviews.Journal of Consulting Psychology,12,153-163.
26. Ryan, E. B.,Short, E. J.,Weed, K. A.(1986).The role of cognitive strategy training in improving the academic performance of learning disabled children.Journal of Learning Disabilities,19,521-529.
27. 馬傳鎮(2003)。田納西自我概念量表之修定與標準化研究。玄奘社會科學學報，1，1-36。
28. 張坤鄉(1999)。開放教育對原住民國小學生自我概念與學習態度之影響－以台北縣立烏來國中小學之實驗為例。國立台中師範學院：原住民教育研究，2，129-159。
29. 曾端真、曾玲珉譯、Verderber, R. F.、Verderber, K. S.著(2000)。人際關係與溝通。台北:揚智文化。
30. 黃慧真譯、Papalia, D E.、Olds, S. W.著(1994)。兒童發展。台北:桂冠。
31. 羅元駿(2004)。碩士論文(碩士論文)。國立體育學院體育研究所。

1. 許智翔、林文政、王湧水(2010)。不同訓練方法成效評估之研究：一項室內講授式與戶外體驗式團隊訓練的比較。管理與系統，17(2)，229-254。
2. 尚憶薇、周婉茹(2012)。體驗式團隊建立活動方案融入體育課程提升青少年自我概念之發展。中華體育季刊，26(3)，371-378。
3. 譚子文、董旭英(2010)。自我概念與父母教養方式對臺灣都會區高中生偏差行為之影響。教育科學研究期刊，55(3)，203-233。