充實三合模式融入資優班戶外教學課程設計之研究

A Study of infusing “Enrichment Triad Model into Gifted Outdoor Education Curriculum Design

本研究以充實三合模式的精神為基礎，融入資優班戶外教學課程設計，用以發展適用於資優學生戶外教學課程單元，並以國民中學一年級資優班學生為研究對象，就充實三合模式融入資優班戶外教學課程設計實施過程中，所觀察到的現象與問題，探討教師在執行課程設計時，其教學與解決問題的方式與能力，並檢視該課程設計之可行性及其成效。本研究之目的除了發展充實三合模式融入資優班戶外教學之課程設計外，並期望能提升教師專業知能與成長。研究者透過行動研究方式，以參與觀察、訪談、檢核表、學習單、省思日誌及其他書面資料等方式來檢驗各項資料，並探討該課程設計在教學實施時所產生之現象與問題，進而提出分析與建議。本研究之結論如下：一、充實三合模式融入資優班戶外教學課程設計的方法與實施方式（一）確立資優班戶外教學須達成高層次學習之目的（二）建立充實三合模式融入資優班戶外教學課程設計之架構（三）實踐充實三合模式融入資優班戶外教學課程設計之內涵二、學生在戶外教學活動的學習表現（一）學生能從戶外教學過程中感受到挑戰與想像力的發揮（二）藉由田野調查展現研究精神（三）學生能發揮想像力、產生探究興趣與學習運用概念（四）學生能分析問題原因並尋找解決方法（五）學生能針對現象進行分析與解釋並提出建議（六）學生能主動探索與延伸學習廣度並將產生之知識正確表達（七）行動方案教學後，學生的探究能力較行動方案教學前提升三、研究者遭遇之困境（一）師資養成階段缺乏戶外教學相關課程訓練牌（二）在職期間缺乏專業成長（三）戶外教學進行當中狀況不斷（四）獨立研究進行時間不足與學生對於研究缺乏了解（五）學生體力欠佳，路況難以掌握

The study， based on the ＂Enrichment Triad Model＂ in gifted outdoor education， aimed to design the suitable curriculum program for gifted students. The responds and disadvantages were analyzed during the implementation of the proposed curriculum program toward the seventh-grade gifted students. These results could be used to explore teachers' teaching methods， practicability and development of this curriculum design. This study adopted the action research to examine participative observation， interview， questionnaire， teacher's retrospective diary and written texts. Further analysis and suggestion were proposed afterwards. The results of this study were as follows: 1. The implementation of the ＂Enrichment Triad Model＂ in gifted outdoor education curriculum program A. ascertained the higher lever of purposes of the gifted outdoor education B. set up the structure of the ＂Enrichment Triad Model＂ in gifted outdoor education curriculum program C. practiced the theme of ＂Enrichment Triad Model＂ in gifted outdoor education curriculum program 2. The performances of the students in the gifted outdoor education A. met challenges with great imagination B. simtulated to do researches from field investigation C. employed imagination and exercised critically D. analyzed the questions and figure out solving ways E. examined methodically and bring up some suggestions F. made new findings voluntarily and did further studies G. made inquires for knowledge 3. The predicaments the researcher meeting A. lacked the trainings of gifted outdoor education B. lacked professional advance C. required to counsel senior teachers D. insufficient of time for independent research and of students' comprehension E. lacked of physical vigor and unscheduled outdoor environment