尋找那片綠草如茵～以學生為本的高關懷青少年自然體驗課程初探

Abstract

本論文以2007年本人親身參與設計並實施之台北縣樹林中學國中部「高關懷彈性課程」之自然體驗課程作為案例，以完全參與的角色進行參與觀察，分析課程設計的理念、過程，以及對於學生參與情形的觀察及訪談，探討自然體驗課程的實施對於高關懷學生帶來的影響，並基於此經驗，對往後有意發展類似之自然體驗課程的教師提出建議。 本課程是由三位校外教師所設計，皆具有豐富的登山與自然觀察經驗，並曾與高關懷青少年有不同程度的接觸。本課程的場域以生態豐富的步道為主，有時會在農場等半人工的環境進行。本研究以10名國中三年級的學生為對象，這些高關懷學生的共同起點行為包括有出缺席不穩定、偏差行為、情緒不穩定、學業成就低落等。本研究的課程是每週一天，為期一學期的課程，事先設計規劃並保有足夠的彈性，讓青少年有自主學習的機會。 研究發現，高關懷學生的參與阻力強，透過適當的準備、引導配伴能幫助他們進入自然；在自然環境寬敞的空間，以及生物的主動親近下，高關懷學生在情緒上顯得較為放鬆，情緒恢復得較快速。在肢體上也較願意開放自己，甚至在與生物的互動過程中、及自然地景喚起的熟悉感，回顧自己的生命歷程重建完整的自我。This research is based on a nature experience program for high-risk students I co-designed and implemented for the New Taipei Municipal Shulin Junior High School in 2007. As a complete participant of the program, I explored its influence on students not only by analyzing and examining the idea and the process of the curriculum design, but also by observing and interviewing students during and after the implementation. Suggestions for teachers wishing to develop similar nature experience program was proposed in the final section.

This program is co-designed by three teachers who are experienced mountain climbers and nature explorers, but their experience with high-risk students vary in degrees. The classes usually took place at trails rich with flora and fauna, and sometimes at semi-artificial environment such as farms. This research targeted at 10 9th-grade students, who had the same entry behaviors including unstable attendance, deviant behaviors, unstable emotions, and poor academic achievements. This once-a-week, one-semester program is planned in advance while maintain enough flexibility which enable student's autonomous learning.

The results show that appropriate preparation and guidance will help students go into nature, despite obstacles in getting high-risk students to participate. In the natural open space and approached actively by living creatures, the high-risk students appeared more relaxed, and their negative emotions recovered faster. They were more willing to stretch their bodies, and through the interaction with living creatures and the familiarity aroused by the nature environment, they were even able to review their past experiences and reconstruct their self-identity.