攀岩冒險教育課程設計

Abstract

研究者大學從登山社團接觸攀岩的過程中，發現攀岩的過程有很多內在歷程可以被探究，有逐步開發自我、了解自我的可能性。在實際從事攀岩產業時發現這個產業有幾個特點，場地、人才培育仍在成長中，以指導式的運動教學為主，與冒險教育的連結不多，即使是以冒險教育作為課程主軸，其中攀岩也只是做為眾多體驗活動中的一項。冒險教育在臺灣已有四十多年的發展歷史，臺灣冒險教育從國外的典範中學習，從學校系統之外進入臺灣，並且逐漸進到學校教育之中，臺灣目前在冒險教育課程的執行面上，時數是一大挑戰，如何在有限的時數中，產生出課程效益將是推廣冒險教育的關鍵。目前臺灣冒險教育課程型態有集中式和帶狀式兩大類型，帶狀式課程類似於學校中科目的排課方式，採用間隔固定時間一次上課的模式，對於學校課程安排以及與學生建立長期關係都有優勢。帶狀式的課程需要持續為學生的成長需求做出調整，而攀岩就是一項可以因應學生成長階段給予持續性挑戰目標的項目之一，對於發展長期帶狀課程是有利的工具。從國外的冒險教育發展，到臺灣三十年來的冒險教育發展，從教育相關的理論探討，探尋支持冒險教育的理論依據，進而發展出實際的教學方法，以期建立一套長期性的攀岩冒險教育課程模式，以青少年為對象設計課程，並且設計符合成長需求的操作模式以及延伸變化，以及在不同場域執行課程的安全注意事項。By examining the development of adventure education abroad and the past thirty years of its evolution in Taiwan, along with exploring relevant educational theories, this study aims to establish a theoretical foundation to support adventure education. The goal is to develop practical teaching methods to create a long-term rock climbing adventure education curriculum model designed for adolescents. This curriculum will feature operational models and extensions that meet growth needs and include safety considerations for implementing courses in different settings.The researcher first encountered rock climbing through participate university mountaineering club and discovered that the process of climbing involves many internal experiences that can be explored, offering possibilities for gradual self-development and self-understanding. Upon engaging in the rock climbing industry, it was found that this industry has several characteristics: the development of facilities and talent cultivation is still in progress, the teaching mainly follows a guided sports instruction model, and there is limited connection with adventure education. Even when rock climbing is included as a central part of an adventure education course, it is just one of many experiential activities.Adventure education has a history of over forty years in Taiwan, having learned from foreign models and transitioned from outside the school system into school education. Currently, a significant challenge in implementing adventure education courses in Taiwan is the limited instructional hours. Maximizing course effectiveness within these limited hours is crucial for the promotion of adventure education.Currently, there are two main types of adventure education courses in Taiwan: intensive and weekliness. Weekliness courses resemble the scheduling of subjects in schools, with fixed intervals for classes, which is advantageous for school curriculum planning and establishing long-term relationships with students. Weekliness courses require continuous adjustments to fit students' growth needs, and rock climbing is an activity that can provide ongoing challenging objectives tailored to students' developmental stages, making it a beneficial tool for developing long-term weekliness courses.