| Summary: | 碩士 === 中華大學 === 科技管理學系 === 107 === 12-year Basic Education emphasizes that learning should be combined with life, and it is consistent with the spirit of Outdoor Education. However, some information in the current Outdoor Education Resource Network has never been updated instantly and also unclear for course links, so that the resources in the learning field cannot be used efficiently. Therefore, this research would like to compare the differences of curriculum between the 12-year basic education and 9-year consistent. After integrating textbook content, I would like to use Content Analysis with the research tools on competence Indicators of Grade 1-9 curriculum to explore the relevance between outdoor education field resources in Yilan County and textbooks. In addition, I also would like to analyze the suitability of field with the field evaluation oriented of outdoor teaching to provide a reference of selecting outdoor teaching location to on-site teachers.
The research results are as follows:
1. 12-year Basic Education integrates relevant Competence Indicators of Grade 1-9 curriculum and increase items of practice to correspond with concept of Outdoor Education.
2. The suitable topics for outdoor teaching are map, industry knowleadge, development history of hometown, historic site, local organization and resource use. But the percentage and order in every version are different, therefore we have to notice it when arranging Outdoor Education.
3. The indicators can be achieved highly through Outdoor Education are 1-2-1, 8-2-1, 8-2-2, it also corresponds with the percentage of the distribution in textbook content. Relatively speaking, the indicators achieved hardly are 4-2-1, 5-2-1, 5-2-2, 6-2-1,
6-2-4.
4. The evaluation results of field oriented are:
(1) The place with environmental facilities are the best connected with courses and also free to experience it. However, the number of people is limited.
(2) Sightseeing factory meets the indicators of science and technology and has a flexible capacity. Unfortunately, the local cultural link is insufficient.
(3)I-Lan museum association has local cultural characteristics and diverse categories. However, the difference in the experience activities in leisure farm are well combines with field traits, but the fees and experiences are highly homogenous.
5.The outdoor education field is the most selected in Wujie Township, followed by Yilan City and Suao Town, which means that the gap between urban and rural areas is still large. Wujie Township has a majority of sightseeing factories, Yilan City has cultural connotations, and Suao Town shows community energy. The whole field in Yuanshan Township is suitable for transportation courses because all attractions can be reached by bus.
Finally, the following recommendations are suggested based on the conclusions of my study:
1.The government shall integrate various field resources and then establish a certification system for Outdoor Education.
2.The venue can complete the integrity of outdoor education information and design courses by ages.
3.Schools should combine school-specific course systematically and then conduct the field plan of cross-year outdoor education.
4.Parent should provide timely support to increase cohesion of class and expand kids’ horizons.
5.Teacher can use communication software to collect information, and should also step out of comfort zone to learn new knowledge.
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