| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 90 === Abstract
This study intended to investigate the current status of implementing the activities of teaching native materials at outdoor in Pingtung County primary schools’ teacher. The four purposes are as follows, first, to find out the condition of the activities of teaching native materials at outdoor in elementary schools’ teacher, second, to understand primary school teachers’ perspectives on the pupils’ learning effects after the activities, third, to probe into teachers’ opinions and the factors of the influence on the activities, and 4th, to bring up concrete proposals as the references for interrelated institutions to give an impetus to the activities of teaching native materials at outdoor education and to plan the resources about native place education in the future.
This study used questionnaire method and cluster sampling in selecting samples. In 85 selected schools, there were 617 samples from 737 ones with retrieve rate, 83.7%. After the survey of the collected questionnaires, 592 efficacious ones were adopted with effectiveness rate, 95.9﹪. The data were analyzed using SPSS, including Frequencies, t-test and one-way ANOVA Additionally.
Conclusions derived from the study indicate,
1. More than 90% teachers showed their positive opinions on the goals of the activities of teaching native materials at outdoor. As to the variables such as “sex” and “the highest academic backgrounds”, difference between the viewpoints of comprehension of the teaching objectives didn’t reach a notable level.
2. More than 70% respondent teachers implemented the activities of teaching native materials at outdoor at least one time in the past year. The activities are often implemented “in accordance with the school calendar” and arranged on “regular school days”, and traveling by “a tourist coach” and proceeding the activities of instruction “in a day” are the commonest mode.
3. It is mostly combined with “Arts and humanities area”, “social studies”, “nature science and living technology”, these three domains during the activities proceeding. The contents of the activities are mainly “appreciation”, “recreation”, “outdoor observation”, and “the learning activities proceeding in social education institutions”. “A standardized diagnosis procedure” is the commonest teaching approach.
4. More than 80% teachers performed assessment during or after the activities. The methods of evaluation were mainly “activities reports or writing”, “reference worksheets”, and “observation during activities”. Besides, more than 90% interviewed teachers reviewed after activities.
5. More than 70% interviewed teachers felt it’s convenience to access and apply the resources from the schools and outsides the schools.
6. More than 75% interviewed teachers approved the pupil’s learning effects after proceeding outdoor homeland education activities.
7. More than 50% teachers didn’t satisfy the implementing situation; besides, more than 40% teachers thought the most important factor which influenced the activities of teaching native materials at outdoor is “the number of the students and security”. Furthermore, more than 60% teachers would solve the difficulties which they encountered during the activities by making use of their own experience or seeking the rescue mechanism out of the campuses.
In the end, according to the main discovery and conclusions of this study, in four
aspects including teacher education institutions, educational administrative authorities, teachers themselves, and future researches, the concrete suggestions are given as the reference for interrelated researchers.
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