單車環臺挑戰之於國小生轉化學習與自我價值歷程脈絡研究

The Effects of Cycling around Taiwan on Elementary School Students’Transformative Learning and Self-worth

近年來，戶外教育之體驗學習融入課程實施方式及成效廣為探討，然少有研究聚焦於體驗學習之單車環臺挑戰對學習者在轉化學習及自我價值的影響。因此本研究欲瞭解單車環臺挑戰對參與者轉化學習及自我價值的影響脈絡。本研究以初次參與單車環臺之金門縣某國小6名六年級學童、1名校長及1位教師為研究對象，採半結構式訪談法進行深度訪談，應用MAXQDA2018軟體釐清研究脈絡。研究結果發現學童參與單車環臺過程中，能轉化其學習經驗並提升其自我價值。經由「困境-尋求與整合-突圍」之轉化階段，對單車環臺所帶來的問題，進行資源的尋求與整合，以新的參考架構嘗試解決問題。而自我價值提升則為開啟轉化學習發展之契機，其中團隊對學習者之自我價值影響最為顯著。

In recent years, the effects of integrating outdoor education into courses were explored popularly; however, little research focus on exploring the effects of cycling around Taiwan on learners’transformative learning and self-worth. Thus, the present study explored the influences of elementary school students participating in cycling around Taiwan and investigated if the context process of experiential learning influenced learners’transformative learning and self-worth. The participants in the study included six students and two teachers in a primary school in Kinmen County. The semi-structured interviews were conducted and the data were analyzed by utilizing the software of MAXQDA2018. The results showed that the learners’experiences of cycling around Taiwan had positive effects on transformative learning and self-worth. The participants constructed a new frame of learning through experiencing transformative learning. Additionally, the participants gained a sense of achievement, confidence and self-worth which was affected most significantly by the teamwork during the experiential learning. Also, experiential learning on biking is a valuable reference for teachers in designing and planning related experiential learning activities. Finally, based on the results, some suggestions are provided for education authorities, educators, and relevant academic research.