素養導向體驗教育課程之理論採用－系統性回顧

A Systematic Review of Theories Adoption for Competency-Based Experiential Education Curriculum

10.6783/JAAEE.202201_(14).0003

許程淯；謝智謀

體驗教育 ； 理論 ； 課程 ； 核心素養 ； 系統性文獻回顧

體驗教育學報

14期（2022 / 01 / 31）

15 - 28

繁體中文

目的：目前在國民教育中體驗教育課程進行素養導向教學廣為運用，但國內對體驗教育課程設計與教學，針對核心素養發展的理論採用與探究卻甚少探討，也缺乏系統性的探討。有鑑於此，本文透過系統性文獻回顧（systematic review），探討素養導向體驗教育課程設計與教學之理論採用，以利體驗教育工作者與研究者未來課程設計與研究之參考。方法：本研究回顧主要體驗教育國際期刊論文，初步搜尋得352篇文章，採用PRISMA方法依研究目設定篩選條件，最後針對合乎條件共計8篇進行分析探討。結果：一、採用與探究之理論以社會心理學及個人發展之相關理論為多數；二、理論應用與課程設計涵蓋三個核心素養面向。結論：理論理解與應用以及素養課程成效評估，可作為體驗教育工作未來參考方向。

1. 高德馨,陳姿穎(2019)。長期戶外冒險教育方案對偏差行為青少年之影響。體驗教育學報，12，117-152。
   連結：
2. 許程淯,謝智謀,黃宏嶈(2021)。大學生社團幹部透過體驗教育課程發展人際能力歷程之研究。體驗教育學報，13，109-143。
   連結：
3. 許曉霈,蕭人慈,葉宸妤,黃久美(2019)。應用經驗學習理論於護生模擬體驗課程之成效。榮總護理，36(4)，425-432。
   連結：
4. 鄭智明,吳崇旗(2021)。冒險教育中學習轉移圈概念之探究。體驗教育學報，13，1-19。
   連結：
5. 108 課綱（2021）。12 年國教。取自 https://12basic.edu.tw/12about.php。
6. Bandura, A.(1986).Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ:Prentice Hall.
7. Barrable, A.,Lakin, L.(2020).Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study.Journal of Adventure Education and Outdoor Learning,20(3),189-201.
8. Bertalanffy, L. V.(1968).General system theory: Foundations, development, applications.New York, NY:Braziller.
9. Cocieru, O. C.,Lyle, M. C.,McDonald, M. A.(2021).An Exploration of the Dynamic Nature of Psychological Ownership in a Classroom-as-Organization.Journal of Experiential Education,44(3),293-307.
10. Frankenberg, R.(1993).White women, race matters: The social construction of whiteness.University of Minnesota Press.
11. Gauthier, V. S.,Joseph, J.,Fusco, C.(2021).Lessons from critical race theory: Outdoor experiential education and whiteness in kinesiology.Journal of Experiential Education,44(4),409-425.
12. Hou, S. I.,Pereira, V.(2017).Measuring infusion of service-learning on student program development and implementation competencies.Journal of Experiential Education,40(2),170-186.
13. Karaarslan-Semiz, G.,Teksöz, G.(2020).Developing the systems thinking skills of preservice science teachers through an outdoor ESD Course.Journal of Adventure Education and Outdoor Learning,20(4),337-356.
14. Kolb, D. A.(1984).Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ:Prentice Hall.
15. Leary, M. R.,Downs, D. L.(1995).Interpersonal functions of the self-esteem motive: The self-esteem system as a sociometer.Efficacy, agency, and self-esteem,London, UK:
16. Meerts-Brandsma, L.,Sibthorp, J.,Rochelle, S.(2020).Using transformative learning theory to understand outdoor adventure education.Journal of Adventure Education and Outdoor Learning,20(4),381-394.
17. Mezirow, J.(1991).Transformative dimensions of adult learning.San Francisco, CA:Jossey-Bass.
18. Moher, D.,Liberati, A.,Tetzlaff, J.,Altman, D. G.(2009).Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement.PLoS Medicine,6(7),e1000097.
19. Pierce, J. L.,Kostova, T.,Dirks, K. T.(2001).Toward a theory of psychological ownership in organizations.Academy of Management Review,26(2),298-310.
20. Ricke, A.(2018).Finding the right fit: Helping students apply theory to service-learning contexts.Journal of Experiential Education,41(1),8-22.
21. Ryan, R. M.,Deci, E. L.(2017).Self-determination theory: Basic psychological needs in motivation, development, and wellness.New York:Guilford Publications.
22. Scarf, D.,Kafka, S.,Hayhurst, J.,Jang, K.,Boyes, M.,Thomson, R.,Hunter, J. A.(2018).Satisfying psychological needs on the high seas: explaining increases self-esteem following an Adventure Education Programme.Journal of Adventure Education and Outdoor Learning,18(2),165-175.
23. Schenck, J.,Cruickshank, J.(2015).Evolving Kolb: Experiential education in the age of neuroscience.Journal of Experiential Education,38(1),73-95.
24. Spence, K. K.,McDonald, M. A.(2015).Assessing vertical development in experiential learning curriculum.Journal of Experiential Education,38(3),296-312.
25. Stone, G. A.(2018).The neuroscience of self-efficacy: vertically integrated leisure theory and its implications for theory-based programming.Journal of Outdoor Recreation, Education, and Leadership,10(2)
26. 李宗諭,葉思妤(2018)。冒險體驗中的完形經驗－以一位親職化個案為例。輔導季刊，54(4)，54-63。
27. 李郁蕙(2021)。冒險教育在國中實施之個案研究。運動知識學報，18，11-24。