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| 題 名 | 以體驗與自造教育模式融入體育課程戶外休閒活動教學=The Integration of Experiential and Maker Education Models into Physical Education Curriculum for Outdoor Leisure Activity Teaching |
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| 作 者 | 郭癸賓; 吳玫玲; 郭旻儒; 郭芸禎; | 書刊名 | 休閒事業研究 |
| 卷 期 | 22:3 2024.09[民113.09] |
| 頁 次 | 頁61-71 |
| 分類號 | 521.54 |
| 關鍵詞 | 環境永續; 風險管理; 戶外休閒活動; 體驗教育; Environmental sustainability; Risk management; Outdoor recreation; Experiential education; |
| 語 文 | 中文(Chinese) |
| DOI | 10.6746/LIR.202409_22(3).0005 |
| 中文摘要 | 融入教學實踐的探索體驗與自造教學出發,結合深度體驗、合作學習模式進行相關課程,從動手做、做中學的自造運動來深化學生對戶外休閒運動安全的認知。並強化對於環境永續、人際互動與團動合作的能力,課程設計許多單元活動,讓同學們體驗在不同的戶外休閒活動中學習各種技巧與安全認知。本研究採用行動研究法,研究工具以挫折容忍力量表與團隊凝聚力來檢視成員在團體進行前後的差異外,並以訪談蒐集質性資料。經一學期16周課程實施,以走繩、定向運動、獨木舟、SUP與自力造筏等活動課程設計操作,觀察大學生在活動中對於挫折容忍力與團隊凝聚力的影響。大學生在挫折容忍力各項度的分數前後調查有增加,以及從訪談中了解在團體中同儕的支持扮演重要角色;在團隊凝聚力方面,塑造出「團體合作、一同努力」的氛圍,因而增進學員團隊凝聚力,分數在前後調查也均有增加。從成員的訪談分析中發現受阻挫折容忍感與成就挫折容忍,以及對於團隊凝聚帶來的影響對參語的大學生感受最多。 |
| 英文摘要 | Starting from the exploratory experience and self-made teaching integrated into teaching practice, relevant courses are conducted based on in-depth experience and cooperative learning models, and self-made sports through hands-on and learning-by-doing are used to deepen students' understanding of the safety of outdoor leisure sports. And to strengthen the ability of environmental sustainability, interpersonal interaction and group cooperation, the course designs many unit activities to allow students to experience learning various skills and safety awareness in different outdoor leisure activities. This study adopted the action research method. The research tools used the Frustration Tolerance Scale and team cohesion to examine the differences between members before and after the group, and interviews were used to collect qualitative data. After a 16-week course was implemented in one semester, activity courses such as rope walking, orienteering, canoeing, SUP and independent raft building were designed and implemented to observe the impact of college students on frustration tolerance and team cohesion during the activities. College students' scores on various aspects of frustration tolerance increased in the pre- and post-surveys, and they learned from the interviews that peer support plays an important role in the group; in terms of team cohesion, an atmosphere of "group cooperation and working together" was created, thereby enhancing students' Team cohesion scores also increased in both pre- and post-surveys. From the analysis of interviews with members, it was found that the tolerance for frustration and tolerance for achievement, as well as the impact on team cohesion, were most felt by the participating college students. |
本系統中英文摘要資訊取自各篇刊載內容。