單車環臺課程對高中生生活效能與團隊凝聚力之影響研究

Abstract

本研究探討冒險教育單車環臺課程介入後，對高一學生「生活效能」及「團隊凝聚力」的影響。以吳崇旗 、 謝智謀（2008）所發展之「冒險教育生活效能量表」及吳崇旗、巫昌陽（2008）編製的「團隊凝聚力量表」為主要量化工具，並輔以自編開放式問項問卷設計與活動過程之反思心得紀錄進行質性資料分析，具體研究目的為：一、 探討冒險教育單車環臺課程介入後對高一學生「生活效能」之影響。 二、 探討冒險教育單車環臺課程介入後對高一學生團隊凝聚力之影響。 三、 探討冒險教育單車環臺課程對學務工作之影響。 本研究結果如下： 在參與單車環臺課程後，參與者在整體生活效能等各個面向上，平均分數皆呈現維持或正向增長的現象，且在其中三個面向「整體生活效能」及「時間管理」、「情緒管控」之前、後測平均數統計考驗，達到顯著水準（p<.05）在團隊凝聚力的平均分數上僅些微增長，並且在前測與後側的平均數統計考驗以及效果值上皆無顯著改變。 開放式問項資料分析亦顯示，參與者在活動過程中及結束後在每項構面中，都有具體的改變及真實的感動。例如：增進彼此友誼、人際關係更好、克服逆境後之成就感、態度更積極、情緒控管、自信心、更有耐心及毅力、同理及感恩、環境教育、遷移至其他情境等。This study explores the effect of the intervention of the adventure education cycling round-the-table course on the"life effectiveness" and "team cohesion" of senior high school students. The "Adventure Education Life Effectiveness Scale" developed by Wu Chongqi and Xie Zhimou (2008) and the "Team Cohesion Strength Scale" compiled by Wu Chongqi and Wu Changyang (2008) were used as the main quantitative tools, and supplemented by self-compiled open-ended questionnaires. Qualitative data analysis was carried out with the reflective experience records of the activity process. The specific research purposes areas follows: 1. To explore the impact of the advent of the adventure education cycling round-the-table course on the "life performance" of senior first-year students. 2. Discuss the impact of the adventure education cycling round-the-table course intervention on the team cohesion of high school students. 3. Discuss the influence of the adventure education cycling round-the-table course on academic affairs. The results of this study are as follows: After participating in the Cycling Around Taiwan Course, the average scores of the participants in various aspects such as overall life efficacy showed a phenomenon of maintaining or increasing positively, and in three of them,"overall life efficacy" and "time management", "emotional" "Control" before and after the statistical test of the mean of the test, reaching a significant level (p<.05) There was only a slight increase in the mean score for team cohesion, and no significant change in the mean statistical tests for pre-test and post-test and effect values. Data analysis of open-ended questions also showed that participants in each dimension during and after the activity, There are concrete changes and real moving. For example: enhancing mutual friendship, better interpersonal relationships, sense of accomplishment after overcoming adversity, more positive attitude, emotional control, self-confidence, more patience and perseverance, empathy and gratitude, environmental education, transfer to other situations, etc.