| Summary: | 碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 104 === This study aims to design a curriculum program based on the application of adventure education to integrated activities for lower-grade elementary school students, and to help students to adapt to working in groups and to learn happily. The research focuses on the design and implementation of such a curriculum, discusses the difficulties teachers face in arriving at viable solutions, and identifies how students’ learning processes change following the implementation of an adventure education course.
In this study, twenty-seven second graders from Taipei Municipal Hu Shih Elementary School were the main research objects. The researcher introduced a teaching by action research methodology and implemented a self-compiled adventure education course. The study was conducted using qualitative research methods to collect and analyze data by means of reflection, teaching observations, teacher discussions, student interviews and student worksheets.
This study found that the adventure education project is applicable to integrated second grade learning activities. Following the implementation of the adventure education course, the students showed immediate and persistent positive changes in communication skills and problem-solving abilities, and the classroom climate became more harmonious. In order to ensure that students practiced specific learned skills, and to make their learning outcomes more persistent, a principle of the curriculum was to implement one lesson plan once each class, increase the course hours, and extend the time allotted for implementation. Before activities were undertaken, rules were stipulated and emphasized; the activities orders should be included as evaluation criteria to maintain good order during activities. During activities, the cycle of experiencing, reflecting, linking and applying should be implemented. That said, none of the four is indispensable, and in order to more effectively achieve the objectives of the activities, grouping principles and game rules must be adjusted on a case-by-case basis. When specific venues are not available, flexibility should be shown regarding the time or place the class meets.
In accordance with the findings of this study, the researcher proposes specific and feasible suggestions for the benefit of school officials, teachers of adventure curriculum, and future researchers interested in this topic.
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