| Summary: | 碩士 === 國立新竹教育大學 === 人資處社會學習領域碩士班 === 96 === This research adopted questionnaire and interview, and employed multi-stage stratified clustering random sampling to select 65 schools for the survey. A total of 250 questionnaires were distributed, 213 questionnaires were returned, which was a return rate of 84.2%. After the elimination of 23 invalid questionnaires, 190 valid questionnaires were gathered, which was a valid return rate of 76%. The returned questionnaires and data were analyzed by SPSS. The data obtained from interview supplemented insufficient areas of the questionnaires, in hope have a thorough understanding of the field trips. The data were analyzed by frequency distribution, t-test, and one-way ANOVA. The results are as follows:
1. Close to 80% of interviewed teachers have organized native education field trips. The motives include “enabling students to acquire more diverse knowledge” and “increasing students’ interests and learning effectiveness.”
2. Teachers most often use “visiting activities” as the main approach. These activities are mainly “observation” and “explanation and demonstration”.
3. Regarding the organization of native education field trips, teachers most frequently combine the areas of “integrated activities,” “arts and humanities”, and “nature and life science and technology”. However, in different teaching environments and situations, teachers often utilize different methods according to local conditions and characteristics.
4. Regarding the factors that affect teachers’ eagerness to implement native education field trips, “teachers’ professional competency” is most critical, followed by “student safety concerns.”
5. Regarding the use of teaching-related resource and issue resolution in the planning and implementation of field trips. The effects of factors including 'past experience in related studies and classes,” “current teaching positions,” “school scale,” and “the number of students in the class” are significantly different.
Based on the above results, it is suggested that related educational bureaus should regularly organize training courses to enrich teachers’ professional knowledge on native education field trips, in order to enhance teachers’ enthusiasm to implement such activities to improve student learning experience. How to effectively promote these activities to integrate them into the seven g domains and six study subjects is also worthy of in-depth study, which can be researchers’ research direction in the future.
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