探討大專院校USR延伸性課程融入遠征式學習之原則與挑戰

Exploring the Principles and Challenges of Integrating Expeditionary Learning into the USR Extended Courses in the Universities

10.6783/JAAEE.202105_(13).0006

廖珮妏(Liao, Pei-Wen)

遠征式學習 ； 遠征式學習學校 ； USR延伸性課程 ； expeditionary learning ； expeditionary learning school ； USR extended courses

體驗教育學報

13期（2021 / 05 / 30）

82 - 108

繁體中文

本研究訪談五位此領域經驗的實務專家，共同探討在大專院校USR延伸性課程融入遠征式學習原則與挑戰。研究結果也認同遠征式學習是一種強調跨領域學習的教育模式、需要目標導向與主題式的課程設計、並且需引起學習者動機熱忱、需要有能實踐的場域環境、與社區產業有所連結。在導入與執行時教師需要具備高度教育熱忱，真正瞭解遠征式學習核心，本身更需具備跨域持續學習精神能力。同時整理出三個典型成功的美國遠征式學習個案，期待本文章能給予正在執行USR延伸性課程之教師參考。

This study interviewed five practical experts with experience in this field to jointly explore the principles and challenges of integrating expeditionary learning into the USR extended courses in the universities. The results of the study also identify with that expeditionary learning is an educational model that emphasizes interdisciplinary learning, requires goal-oriented and thematic curriculum design, needs to arouse the learners' motivation and enthusiasm, requires a practical field environment, and needs a connection with the community industry. In the process of introduction and implementation, the teachers need to have a high degree of enthusiasm for education, truly understand the core of expeditionary learning, and have the mental competency of continuous interdisciplinary learning. Meanwhile, this paper synthesizes three typical successful cases of American expeditionary learning. The author hopes that this paper can be a reference to the teachers who are implementing the USR extended courses.

1. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
2. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
3. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
4. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
5. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
6. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
7. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
8. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
9. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
   連結：
10. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
11. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
12. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
13. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
14. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
15. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
16. 吳清山(2018)。教育名詞－大學社會責任。教育脈動，15
    連結：
17. 林秋芬,余珮蓉(2018)。大學社會責任的實踐與推廣。新臺北護理期刊，20(2)，1-7。
    連結：
18. 鍾啟暘(2017)。探索教育活動融入服務學習計畫對都會心靈弱勢兒童之影響研究。當代教育研究季刊，25(4)，91-126。
    連結：
19. Andrea, B.,Tedra, C.,Jane, B.,Carrie, G.,Helen, A.(2010).Expeditionary learning schools: Theory of action and literature review of motivation, character, and engagement.DTC Parkway:Mid-continent Research for Education and Learning.
20. Asfeldt, M.,Hvenegaard, G.,Purc-Stephenson, R.(2018).Group writing, reflection, and Discovery: A model for enhancing learning on Wilderness educational expeditions.Journal of Experiential Education,41(3),214-260.
21. Chen, G. (2020). Is Expeditionary Learning the Future in Public Schools? Some Say Yes Update Online from https://www.publicschoolreview.com/blog/is-expeditionary-learning-the-future-in-public-schools-some-say-yes
22. Darabi, A.,Arrington, T. L.,Sayilir, E.(2018).Learning from failure: a meta-analysis of the empirical studies.Education Tech Research Dev,66,1101-1118.
23. Dewey, J.(1959).Dewey on education: Selections with an introduction and notes by Martin S. Dworkin.New York:Teachers College Press.
24. Diez, M.(2010).Expeditionary learning: The Alverno college teacher education model.Change,42(6),18-24.
25. Dufour, R.,Dufour, R.,Eaker, R.,Many, T.(2006).Learning by doing: A handbook for professional learning communities at work.Bloomington, IN:Solution Tree.
26. Education,SustainabilityEducation,Ph.D.Paglis, L. L.(2013).A review of managerial skills training in the classroom.Journal of Management Education,37,472-498.
27. Eyler, J.,Giles D. E., Jr.(1999).Where’s the learning in service-learning?.San Francisco, CA:Jossey-Bass.
28. Fullan, M.(2007).The new meaning of education change.New York:Teachers College.
29. Gilbertson, K.,Bates, T.,McLaughlin, T.,Ewert, A.(2006).Outdoor education: Methods and strategies.Journal of Experiential Education,29(2),213-214.
30. Granoff, G. (2013). Outward Bound & Harvard Grad Ed School Found Expeditionary Learning. Education Update Online from http://www.educationupdate.com/archives/2013/SEP/HTML/spot-expeditionarylearning.html#.W3E2Hs4zaHs
31. Grende, Ž.,Eglavs, U.(2018).Museum of expeditionary cultural learning: case study of 'Telpas Pavasaris'. Temps.Educació,55,109-128.
32. Harlen, W.,Crick, R. D.(2003).Testing and motivation for learning.Assessment in Education,10(2),169-207.
33. Ikpeze, C.(2013).Increasing Urban students' engagement with school: toward the expeditionary learning model.Journal of Urban Learning, Teaching, and Research,9,55-64.
34. Klein, E. J.,Riordan, M.(2011).Wearing the “student hat”: Experiential professional development in expeditionary learning schools.Journal of ExperientialEducation,34(1),35-54.
35. Logan, R.(2013).Getting Smart to do Good: Transformative Learning Experiences of Expeditionary Learning Graduates.Prescott College.
36. Petrie, N.(2011).Future trends in leadership development (A white paper).Sebastapol, CA:Centre for Creative Leadership.
37. Seydel, J.(2011).Green from the inside out.Principal Leadership,12(4),52-44.
38. Spence, K. K.,McDonald, M. A.(2015).Assessing Vertical Development in Experiential Learning Curriculum.Journal of Experiential Education,38(3),296-312.
39. Steffes, J. S.(2004).Creating powerful learning environments: Beyond the classroom.Change: The Magazine of Higher Learning,36(3),46-50.
40. Uzkurt, C.,Kumar, R.,Ensari, N.(2013).Assessing organizational readiness for innovation: An exploratory study on organizational characteristics of innovativeness.International Journal of Innovation and Technology Management,10(4),1-26.
41. Vázquez, J. L.Lopez-Aza, C.,Lanero, A.(2015).University social responsibility as antecedent of students’ experience.Responsibility and Sustainability Socioeconomic, political and legal issues,3(3),33-46.
42. 王煜捷(2009)。台北市，國立臺灣師範大學教育政策與行政研究所。
43. 李怡穎(2018)。省思職場體驗學習對個人生涯發展之影響。臺灣教育評論月刊，7(4)，35-38。
44. 林靖雯(2008)。人口衝擊下的校園轉型藍海策略。國教之友，59(2)，36-44。
45. 曹雅蒨(2012)。國立臺灣師範大學教育學系在職進修碩士班。
46. 陳瑾(2014)。新竹市，國立新竹教育大學教育與學習科技學系教育行政碩士在職專班。
47. 黃素惠(2019)。教育部教學實踐研究計畫成果報告教育部教學實踐研究計畫成果報告,教育部。
48. 楊正誠(2019)。國外大學進行社會責任實踐的例子：美國哈佛大學的永續力計畫簡介。評鑑雙月刊，80，39-42。
49. 詹志禹(2017)。EL：探索體驗學習的英雄之旅。親子天下雜誌，88
50. 賓靜蓀(2017)。遠征式教育攻下學習山頂。親子天下雜誌，87
51. 劉恆昌(2010)。探索學習學校（Expeditionary learning school）在臺灣─過去與現在。教師天地，165，31-34。
52. 蔡介裕(2011).如何在通識課程中激發學生的學習動機.高雄市:麗文文化事業.