課堂冒險：探索教育實施對問題解決能力的成效研究

AITC: The Effect of Adventure Education Implementation on Problem Solving among College Students

「少教，多學！」(teach less, learn more)是新加坡政府推動教育改革的模式之一，以學生為中心力求推動實做體驗作為學習的媒介來強化學生能力。其中，「課堂冒險」(adventure in the classroom, AITC)模式被認是一個作法，透過體驗學習的方式，針對單元活動任務進行問題解決來提升參與者能力。本研究探討大學生參與探索教育活動對問題解決能力的影響，採用前實驗設計獲得35份有效樣本，進行描述統計、成對樣本t考驗，結果發現探索教育活動能夠促進大學生的問題解決能力。結論則是探索教育活動實施能有效提升大學生的問題解決能力，且在發現問題、確定問題、形成策略、執行實現、整合成果、推廣應用等皆有良好改善。

Teach less, learn more! was one of the Singapore government's modes of promoting education reform. It focused on students and strived to promote practical experience as a medium of learning to strengthen students' ability. Among them, the "adventure in the classroom" (AITC) model was recognized as a way to improve participants' abilities by problem solving for unit activity tasks through experiential learning. This study explores the effect of college students’participation in adventure education on problem-solving abilities. Using pre-experimental designs, 35 valid samples were obtained, descriptive statistics and paired sample t tests were performed. The results found that adventure education can promote college students’problem solving skills. The conclusion is that the implementation of adventure education can effectively improve the problem-solving ability of college students, and there are good improvements in discovering problems, identifying problems, forming strategies, implementing implementation, integrating results, and promoting applications.