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A Study on Outdoor Education in Tainan City Elementary Schools Abstract The purpose of this study was to explore the condition of outdoor education in Tainan city elementary schools, included the preparative conditions, practicing conditions, and the viewpoints of students on self-improvement promoted by outdoor education. This research adopts questionnaires to survey 284 teachers and 500 students from third grade to sixth grade in Tainan city elementary schools. On teachers, 242 questionnaires were effective, and the returning rate was 85.2. On students,495 questionnaires were effective, and the returning rate was 99. The obtained data was analyzed by statistical test such as frequency distribution, percentage, t-test, one-way ANOVA, Pearson s product-moment correlation, and Chi-square. According to the analysis, this research obtains the following conclusion: 1. 1. Most teachers will of transacting outdoor education is medium. 2. The most part of motives for teacher to transact outdoor education is to match up the curriculum teaching of each subject. 3. The more senior teachers have less will to transact outdoor education. 4. Most teachers actualize pre-education before going,and the most contents is safety declaration. 5. Students will of participating in outdoor education is very strong. 2. 1. Most teachers like to transact outdoor education in the way under cooperation with the teachers in the same grade. 2. The most type of outdoor education is using community resource and the fewest one is field adventuring. 3. The most difficult factor of transacting outdoor education is traffic safety. 4. Teachers often fuse the topic of outdoor education on science and life III
technology and environment education. 5. Most teachers take learning sheets as the way to test students learning about outdoor education. 6. The rate of high-grade students choosing other countries as the location of outdoor education is higher than the rate of low-grade students. 7. Parents of high-grade students take less part in outdoor education than parents of low-grade students. 8. Parents from the school possessing over 49 classes take less participation in outdoor education than parents from the school possessing 24~28 classes. 3. The variant conditions about the viewpoints of students with different background on self-improvement promoted by outdoor education. 1. Mid-grade students agree more than High-grade students that outdoor education can promote the self-development on cognition, affection and skills. 2. The students from the school possessing 24-28 classes agree more than the students from the school possessing below 24 classes that outdoor education can promote the self-development on cognition and skills. 3. Students taking part in outdoor instruction agree more than the one that didn t take part in outdoor instruction that outdoor instruction can promote the self-development on cognition, affection and skill. 4. The students have more stronger will that taking part in outdoor instruction have more agreement that students have for the promotion on cognition, affection and skill resulted from outdoor instruction. According to above conclusions, offering several specific suggestions to elementary school authorities and follow-up research.. Keywords : outdoor education, out-of-school education, outdoor education in Tainan city IV
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J. H. Pestalozzi J. J. Rousseau J. J. Rousseau H. D. Thoreau1817-1862 H. D. Thoreau 1920 H. D. Thoreau 1920 L. B. Sharp 1995 23
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1998 9568-69 2003 1995 1995 12-22 1996 5 1-13 1994 1991a 1991b 363396 1989 63-68 1995 1990 61-73 1995 2-11 2004 5 2-5 1998 136-142 1995 7556-57 143
1993 31-38 2005 82-84 1995 42-45 1997 1999 2003 2000 1995 60-61 2003-22 1992 39-44 2004 3234 1993 1861-67 1995a 447-472 1995b 50-55 1995c 5363 1996 6269 1997 V.S. 53-58 1999 490-506 144
2000a 47-52 2000b 40-45 2001 93-110 2001-81-82 78-83 2002 14-18 1993 2005 1993 17-25 161-6 1999 D. R. Hammerman, W. M. Hammerman, E. L. Hammerman Teaching in the outdoors 1994 T. J. Rillo 52-63 1980 3-7 1993 1997 1998 3 1-14 1976 215-20 2003 145
2001 2002 33-34 1992 1 94-102 2002 1 104-122 1989 M. Link 32-43 2000 1992 4 46-47 2002 1978 2-7 1999 2003 1995 26-30 1993 146
1999 1995 9-1032-26 20054 18 13 1975 2 12-18 1983 31-64 2000 2003 43241-51 2003 2001 1994 2000 73-74 1995 31-37 1995 35-43 1985 10 31-35 1995 46-49 1995 58-59 2002 1995 38-41 1994Vygostky 119-144 2005 32-37 1988 1424-27 147
1993 28-30 2005 438-44 2004 1993 48-52 2003 1987 L. E. Raths,M. Harmin,S. B. Simon 2005 60-63 1991 30-43 1992 12-16 1980 12~17 1988 46 1993 1991 12-25 1998 21-37 2003 50-52 2002 1997 179-208 1995 62-63 148
1977 16(6)14 1999 2 65-68 1999 76-78 1998 47-60 1995 2002 2003 38-39 2004 1 101-103 2004 2004 1996 76-84 2003 C.E.Knapp 1999 2004 2005 8 19 http://www.bln.ks.edu.tw/teacher/study.htm 149
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