A Study of the Indicator Construction forthe Outdoor Education in Taiwan

• Main Authors: Husing-Chun Kuo, 郭雄軍
• Other Authors: Mei-Yen Chen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/51818094086312454326

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 103 === Abstract The study aimed to form a set of instruction indicator connects outdoor and school education and analyzed the indication weight system of outdoor education to facilitate the integration of school and outdoor education and, expecting the popularized, normalized and excellent development of outdoor education. The study was designed to collect the methods of domestic and international literatures and policy analysis and conducted 9 individual interviews, 1 focus group discussion involved 8 people, 2 Delphi questionnaire survey with 40 professionals participated and 1 analytic hierarchy survey involved 25 professionals. The data was analyzed qualitatively and quantitatively and corrected the indicator connotation and increase and decrease of indicator through CVI. Finally, the software Expert Choice 11 was used to perform the statistics analysis and form the weight system of general indicator. The study result and conclusion are as follows: 1. To form an indicator connotation of outdoor education, school held the careful policy planning, utilized resources and coordination in multiple fields, and valued the course development and teacher specialty, included 6 major aspect indicators, 18 dimensional indicators and 108 minor indicators such as political planning and execution, field resource and coordination, instruction support and outcome, student learning and performance, safety management and improvement. 2. The 3 most important weights in outdoor education aspect were “safety management and improvement (29%)”, “student learning and performance (21.9%)” and “instruction support and outcome (19.1%)”. 3. The 5 most important weights in outdoor education aspect dimensional indicators were “implement safety maintenance (18.44%)”, “improve learning motivation (11.96%)”, “promote teacher specialty (8.1%)”, “fulfill vision and goal together (7.15%)” and “develop theme courses (6.97%)”. 4. When performing outdoor education, school should take safety maintenance as first priority and further improve the learning motivation of students and promote specialty development of teachers; and form the shared vision and goal, develop outstanding outdoor theme courses, practice active instruction and adaptive instruction strategy. The knowledge of field courses should be strengthened and the cross-field learning and abilities integration should be provided by promoting the integration of outdoor and school education and connecting the effect of education in and out of classrooms. Based on the above research outcomes, the study addressed the following advices: 1. Promote the integrated outdoor education strategy: Detect the trend of outdoor education to create the practical needs of school and check every policy resource to build a new feature of school. 2. Create safe, multi-element and professional: Breakthrough the obstacles of safety maintenance, conduct field certification and cultivate the professional faculty human resources. 3. Induce learning creativity of student: Develop a great outdoor course system, seek for the natural creativity of student and enhance the performance of synthetic abilities. By giving consideration to both concept descriptions of outdoor education and functional verification research, the future research should clarify the concept of relevant nouns and aim at the course index indicator functional verification research of outdoor education. 4. Case analysis and professional integration study of outdoor education: Perform professional cross-field integration and form a native outdoor education description by the case analysis and grounded theory method to innovate the education manner.