臺灣體驗教育引導員專業職能基準之建構

The Occupation Competence Standard of Experiential Education Facilitators in Taiwan

10.6783/JAAEE.201806_(11).0004

陳品蓁

體驗教育 ； 引導員 ； 職能基準 ； Experience education ； Facilitator ； Occupation competence standard

體驗教育學報

11期（2018 / 06 / 30）

45 - 70

繁體中文

本研究旨在建構臺灣體驗教育引導員之專業職能基準，研究參照澳洲訓練套裝課程中，繩索場地工作者職能基準與勞動部勞動力發展署所規範之引導員職能內涵，彙整出初版職能基準，後進行德菲法專家問卷的驗證，依專家小組回饋內容修訂出體驗教育引導員的職能基準。引導員工作說明書內含引導員工作內容描述、任職資格條件、應具備之態度，並將引導員最主要的工作任務「課程執行」，分成課程帶領與引導反思兩大主軸來探討，將課程執行分成兩個主軸來談討，並非意指要將課程帶領與引導反思於課程執行中分開執行，而是希望能更細緻的探討這兩個主軸，課程帶領與引導反思應該要是相輔相成且環環相扣的，課程帶領與引導反思皆分成三階段T1.分析、計畫與準備、T2.帶領、T3.課後評定的工作任務。研究結果課程帶領有3項工作產出與11項工作項目；引導反思有3項工作產出與工作項目8項。

The research aims to construct occupation competence standard of experienced education facilitators in Taiwan. The study refers to the occupation competence of rope course workers in Australian Training Packages as well as the facilitator's occupation competence regulated by MOL's Workforce Development Agency to compact the first edition of the occupation competence standard. Then, the study utilizes Delphi Expert Questionnaire for verification. Lastly, the study revises the occupation competence standard of experienced education facilitators according to the feedback from the expert group. The job description of the facilitator includes: statement of work content, competency and qualification, and the attitude needed. Next, the study divides the facilitator's main work task of ＂implementation of the course＂ into two main schemes of course leading and reflection guidance for further discussion. The implementation of dividing the course into two main schemes for discussion doesn’t mean to separate the execution of course leading and reflection guidance from the implementation of the course. Instead, it is done with the expectation of producing a more detailed discussion of the two main schemes. Course leading and reflection guidance should be supplemented and complemented as well as linked with one another. Both course leading and reflection guidance is divided into three stages: T1- evaluation, planning and preparation; T2- leading; T3- the work task of the evaluation. The research results revealed there were 3 work outputs on course leading and 11 work items while there were 3 work outputs for reflection guidance and 8 work items.

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