體驗式學習融入「遊程規劃與設計」課程之實踐與反思

Incorporating Experiential Learning in Tour Planning and Design: Practice and Reflections

過去研究者教授「遊程規劃與設計」課程發現，學生常因未曾親赴旅遊目的地，或欠缺對該處景點的深度了解，造成規劃與實務的落差；而以往的教學設計也無法讓學生深刻了解，旅遊產業在實際遊程規劃與設計的過程，是需要經過不斷地實地操作與修正調整。因此，本研究將體驗式學習融入「遊程規劃與設計」課程，應用學者Kolb所提出的「體驗學習圈」概念，設計一系列教學活動，包含：分組任務、行前踏查、校外教學、角色扮演、觀摩學習與同儕互評，讓學生從做中學，以拉近學校教育與實務現場的距離。透過蒐集108學年度第一學期，59位修課學生之學期前段（第7週）、中段（第12週）與後段（第18週）之學生質性學習反思，以及學生期中、期末教學意見調查，輔以教師課堂觀察與課後反思，綜合分析發現學生透過團隊合作、校外實務操作、觀摩學習，與同儕互評活動之學習成效最為豐碩。整體而言，環環相扣的課程任務設計，可提供學生經歷多次「體驗學習圈」的學習循環，深化課程體認並拉近學用落差，可提升多元學習成效。本研究展現此課程設計的教學經驗與建議，提供相關課程參考。

In the author’s experience of teaching tour planning and design, the tour designs of students are often impractical because they have never visited the tour destination and thus have a shallow understanding of relevant attractions. Conventional teaching models often do emphasize the importance of continual plan implementation and revision. Thus, experiential learning and Kolb’s experiential learning cycle theory were incorporated into a course in the 2019 fall semester. Teaching activities, including team-based projects, destination scouting, field trips, role play, observational learning, and peer evaluation, were designed. These activities allowed students to learn by doing and bridged the gap between school education and practice. The qualitative reflections of 59 students in the early, middle, and final stages of the semester and their responses in midterm and end-term feedback surveys were collected. The data were supplemented by the author’s classroom observations and after-class reflections. The results of this study revealed that students’ learning outcomes were optimal when they learned through teamwork, field trips, observational learning, and peer evaluation. The interlocking course design provided students with multiple experiential learning cycles, deepened their understanding of the course content, bridged the gap between school education and practice, and enhanced their multi-learning outcomes. This study’s teaching methods and recommendations can serve as a reference for future studies and courses on tourism.