國家教育研究院

　　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，儘管戶外教育內涵多元，在臺灣學校體制內也行之有年，然而多數家長仍以「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為學生在學校體制外的獨立與一次的體驗活動。12年國教課程總綱增設戶外教育課程，包含校訂課程或議題融入課程的一部分，亦即，戶外教育成為12年國教課程理念實踐的重要一環。教師如何轉化與實踐新課程及戶外教育理念？如何運用校內外資源？如何連結與整合教室內外的學習？上述的實踐行動其成功的關鍵要素為元？本研究規劃由成功個案切入，分析個案課程轉化與實踐的關鍵要素，包含課程面向、行政面向以及資源面向之行動作為。藉以剖析戶外教育作為實踐新課程理念途徑，其模式與成功要素為何，並了解教師如何透過課程，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。

　　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 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. 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.