The current status and obstacles of outdoor teaching in remote elementary schools in Taiwan and the demands for outdoor-teaching competence

• Main Authors: LIU HSIAO PING, 劉小萍
• Other Authors: 劉思岑
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/56980191844070576194

碩士 === 國立臺中教育大學 === 環境教育研究所 === 98 === The current status and obstacles of outdoor teaching in remote elementary schools in Taiwan and the demands for outdoor-teaching competence are realized by the questionnaires survey. There are 900 questionnaires delivered in accordance with the ratio of remote elementary teachers in north, central, south and east parts of Taiwan under the stratified random sampling and 608 valid ones retrieved. The data are processed by the statistic analyses including descriptive statistics, independent t test, one-way ANOVA and Chi square test. The results are: 1. Remote elementary teachers often conduct 1-day outdoor teaching in other townships in the same county (city) by tour bus. The locations include social educational institutions and landscape biological conservation areas. Overall, the enforcement of outdoor teaching is satisfactory; however, the use of aided materials and the post-activities review remain to be improved. 2. Remote elementary teachers identify the teachers’ heavy legal liability and the high cost of outdoor teaching unaffordable to children as the most obstacles of outdoor teaching whereas they fail to identify the administrative factors as the obstacle of outdoor teaching. Moreover, there is a difference between the diverse teachers’ background variables and the perspectives to outdoor-teaching obstacles. 3. As for the demands for outdoor-teaching competence, remote elementary teachers identify the safety & first-aid skills, the management of safe outdoor teaching environment, the competence of environmental narration and the inclusion of environmental education in outdoor teaching as the 4 key competences to be enhanced and required. Likewise, there is a difference between the diverse teachers’ background variables and the demand for outdoor-teaching competence. According to the preceding results, the following advices are proposed to the educational authorities and school administrative sectors: (1) secure the teachers’ rights by definite laws, (2) support outdoor teaching budgets, (3) hold relevant studies and (4) educate teachers with the competence of environmental education teaching; the following advices are proposed to the remote elementary teachers: (1) enrich the outdoor-teaching professional knowledge, (2) utilize aided materials to add the students’ learning effects and (3) conduct outdoor-teaching post-activities reviews.