師資生融合自主學習策略規劃戶外教育課程設計之個案研究

A Case Study of Pre-Service Teacher Education Students’Curriculum Design for Integrating Autonomous Learning Strategies to Plan Outdoor Education

自主學習是全球教育改革的趨勢，更是十二年國教課程政策的重要理念；同樣的，戶外教育也是現今校本課程的重點項目之一；因此，兩者的整合，是值得當前師資培育關注的課題。本研究的目的，旨在探究師資生融合自主學習策略進行戶外教育課程設計的可能性，以及可能遭遇的困難，進而反思師資培育的可行性方案。本研究採用個案研究方法，邀請任教班級的29名師資生為研究參與者，透過訪談及文件分析方式進行資料蒐集。研究結論包含：（一）當前師資生普遍能夠依據先備學習經驗，從事戶外教育的課程設計，惟自主學習策略如何融入部分，仍有賴專家指導而持續精進。（二）缺乏抽象學理概念的統整性轉化經驗以及實務現場經驗作為參照，導致師資生面臨無法真正落實課程轉化的困境。（三）師培課程方案可就活用多層化表徵經驗、規劃從事專題任務、導入在職老師協作機制、建立課程行動研究社群面向進行課程慎思。

Autonomous Learning is the trend of global education reform discourse and an important concept of the 12-year National Education Curriculum Policy. Similarly, outdoor education is one of the key programs of the school-based curriculum today. The purpose of this study is to explore the possibilities of Pre-service Teacher Education Students’curriculum design for integrating autonomous learning strategies to plan outdoor education, as well as the difficulties that may be encountered in the process, and then reflect for the feasibility project of teacher education. This study adopted a case study methodology, inviting 29 pre-service teacher education students from the teaching class as research participants to collect data through interviews and document analysis. The findings include: (1) At present, Pre-service teacher education students are generally able to engage in curriculum design of outdoor education based on their prior learning experience, but continuous improvement of how to integrate the autonomous Learning strategy is still necessary through expert guidance. (2) Lack of experience in the integrated transformation of abstract academic concepts and practical field experience as a reference may lead to the dilemma that pre-service teacher education students cannot truly implement the curriculum transformation. (3) The teacher education curriculum program can make use of multi-layered characterization experience, plan thematic tasks, introduce in-service teacher collaboration, and establish a curriculum action research community.