國家教育研究院

　　十二年國教課程總綱將戶外教育納入課程融入議題，將戶外教育作為課程理念實踐的重要一環。
戶外教育歷經長期演替、各國地理或文化背景差異，其內涵具備多元特性。然而戶外教育雖發展多元，且在臺灣學校體制內行之有年，多數家長仍以「休閒旅遊」觀點看待戶外教育；學校教師擔心課程進度、安全疑慮與專業不足等問題；場域提供者則視戶外教育是學生在學校體制外的一次性體驗活動。僅管如此，在教育部補助的推動學校案例與優良課程徵選作品當中，仍有許多戶外教育課程案例備受肯定。
本研究規劃由優良學校案例切入，分析案例學校戶外教育實踐模式的重要元素，包含課程面向、行政面向以及資源面向實踐作為，藉以剖析戶外教育作為實踐新課程理念的一環時其內涵與範疇，並了解學校端如何透過課程，整合學習領域與戶外教育，促進學生的學習發生，藉以實踐素養導向課程。
 

　　The General Guidelines for Curriculum Guidelines of 12-Year Basic Education has integrated outdoor education into important issues, demonstrating outdoor education as one essential part of the implementation for curriculum ideas. 
Undergone long-term evolution, geographical or cultural differences, outdoor education has been characteristic of various contents.  Though with diversity and implemented for a long time, most parents view it as “recreation;” teachers worry about problems such as curriculum schedules, safety and profession; while for the site providers, outdoor education would be just a one-time activity out-of-school most time. Even though, many outdoor education quality examples, schools or curricula included, have gained plentiful cognitions. 
The study aims to select quality outdoor schools as the example, analyzing the important element for outdoor education implementation model, such as curricula, administration and resources.  The contents and categories of outdoor education as part of the new curricula implement could be understood.  Meanwhile, the way how schools combine learning fields and outdoor education to facilitate students’ learning so as to put competence-based curricula into good practices.