國民中學綜合活動學習領域活動課程設計：以探索教育活動為例

Adventure Education: A Curriculum Design for Middle School Integrated Activities Field Programs

10.6231/CME.2005(16)03

蔡居澤(Ju-Tse Tsai)

綜合活動學習領域 ； 課程設計 ； 探索教育 ； Integrated activities field ； Curriculum design ； Adventure education

公民訓育學報

16期（2004 / 06 / 01）

37 - 55

繁體中文

本研究之目的在於研究並設計能應用於國民中學綜合活動學習領域的探索教育活動課程。作者認為如果能於國民中學綜合活動學習領域實施探索教育活動課程將有助於學生認知、情意、體能與社交等能力的發展。 本研究將探索教育活動課程分為六個層次，分別為：第一層次：探索教育介紹、熱身遊戲與破冰遊戲；第二層次：於學校進行之解決問題活動；第三層次：信任活動；第四層次：於繩索場進行之問題解決活動；第五層次：低空繩索活動；第六層次：高空繩索活動。作者進一步將六個活動層次分為兩大部份，原因在於教師在進行第二部份：四、五、六層次的探索教育活動，須具備更進階的引導能力與相關設備與場地。依目前國中的學期週數扣掉全校性活動，以每層次十五週來規劃，可完整實施一個學期，全部六個層次則可以三年時程來規劃完整實施。 目前雖然有許多文獻證明探索教育有助於學生身心發展與社交能力，也有許多學校實施探索教育活動。然而，卻很少有學校能針對探索教育活動進行完整與適當的課程設計與規劃。改善的唯一方法或許就是要針對國民中學綜合活動學習領域的探索教育活動課程設計加以探討，並與學校教師合作實施。

The purpose of this study was to research and design lesson plans for adventure education, which will serve as a curriculum for instructors who are responsible for the integrated activities field in middle school level. It was felt that such a program, if included in the integrated activities field, would constitute a valuable contribution to the intellectual, psychological, physiological, and social development of the students. The lesson plans of adventure education was divided into six levels, which were 1) games, 2) group initiatives not on the ropes course, 3) trust activities, 4) group initiatives on the ropes course, 5) low ropes course, and 6) high ropes course. In addition, these six levels were divided into section1 and section2. Section 1 included levels 1, 2, and 3. Section2 included levels 4, 5, and 6. A necessary distinction was made between section 1 and section 2 due to the demand of instructor expertise in adventure education and the need for appropriate facilities in section2. In conclusion, research has been conducted regarding the physical, social, emotional, and psychological benefits of adventure education. Adventure education also has been included in activities programs in many schools. However, comprehensive and appropriate lesson plans of adventure education continue to be absent from many middle school curricula. Perhaps, the only way to change this tendency is to study the curriculum design of adventure education and to cooperate with the instructors in middle schools for the fulfillment of the lessons plans.

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