| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 88 === A STUDY ON THE
SITUATION AND BARRIERS
OF ELEMENTARY SCHOOL OUTDOOR EDUCATION
Hsieh, Hung-Ju
Abstract
In view of understanding the current situation and barriers of the implementation of outdoor education in elementary schools in the Taoyuan County, Taiwan, a survey method was used in this study. A total of six hundred and twenty-five teachers was random sampling from elementary schools in this County. A questionnaire was developed in this study used to gather information on the current situation, barriers, related beliefs and comments. The data were analyzed with statistic methods including, frequency, t-test, chi-square and one-way ANOVA. Major findings of this study are as follows:
1. The essence of outdoor education and its various ways of
activities are helpful to achieve the goals of the 1-9
Integrated Curriculums Program in Taiwan. In a sense of
school-based curriculum development, scope, organization and
practice, the development of outdoor education is referred
to school-based curriculum development.
2. The organization of teaching committee for developing
outdoor education has not been seen in elementary schools.
The implementation of outdoor teaching activity is mostly
according to school calendar. These activities are mostly
with a theme, lasting for a whole day, and once in a
semester. The teaching subject often involved is with
natural science. The place visited is often at amusement
park. Less than 40 % of teachers use supplementary teaching
materials.
3. On a whole, teachers’ beliefs and the status of outdoor
education have relations with teachers’ background. The
differences of teachers’ background show both advantages
and disadvantages in outdoor teaching. Teachers in a small-
size school, with experiences in guiding extra-curricula
activities or being professionally trained are more likely
to view outdoor teaching optimistically and perform better.
4. Teachers consider outdoor education as positive and valuable
activities. However, some factors like administration,
ability, consensus, safety, and traffic, and monetary fund
may hinder the execution of outdoor teaching. They also
believe that schools should have comprehensive and well-fit
administrational support to encourage and support teachers
in outdoor teaching.
5. Outdoor education is difficult to be executed because of
teachers’ insufficient time, lacking of consensus, ability,
limited resources, resistance to renovation, and
administrative bureaucracy.
6. The steps for promoting the outdoor education of the school-
based curriculum include: (1) situation analysis (2)
organization establishment (3) goal setting (4) resource
integration (5) project setup (6) activity execution (7)
appraisement and amendment. The steps for integrating
curriculum of the outdoor education include: (1) analyzing
curriculum guideline (2) analyzing teaching materials (3)
analyzing experiences of related personnel (4) ensuring the
structure of integration (5) collecting information (6)
designing outdoor teaching activities (7) discussion and
preparation (8) execution, and (9) appraisement and
amendment. The above steps are not in a linear process, but
a circulating process, which requires repeatedly amend.
The study also put forth some concrete suggestions to educational institutions, schools administrations, teachers, and future research.
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