育樂營一直是學校教育的重要一環，亦是相關單位用以針對學子進行生活教育的利器。本文目的在探討台灣國民中小學育樂營發展的社會過程及價值定位變遷。研究方法採用深度訪談法以取得育樂營發展的相關資訊，並將育樂營視為發展的主體，透過政治、經濟、教育及文化等社會力來分析育樂營發展的社會過程。研究結果指出台灣中小學育樂營發展可分為強健體魄的年代(1949-1968)、假期學習的年代(1968-1985)、學校育樂營的年代(1985-1999)，及各縣市政府發展的年代(1999-2008)等四個階段。此外，研究結論則發現台灣中小學育樂營發展的價值定位，反映出來的是主事當局的理念投射，且是教育手段上關於體鍊、延伸、獨立，及多元變遷內容的體現。

Edutainment camp is an important part of school education in recently 3 score of years. The purpose of this study was to explore the propagation process of edutainment camp, its social process, and the change of perceived value. Edutainment camp and related information were collected by an in-depth interview. Edutainment camp was treated as a main body of educational development. Its social process was analyzed from political, economical, educational, and cultural aspects, and mutual action among various social powers. After thoroughly studied there were four stages in development process; 1). The age of physical fitness, (1949-1968). 2). The age of learning holidays, (1968-1985). 3). The age of the schools' edutainment camp, (1985- 1999) and 4). The age of county's municipal development, (1999-2008). Furthermore, value positioning of the edutainment camp always reflected the political leaders' vision or intention. However, in different point of view, its value was always controversial. It was an extended educational means and could present diversities of school education indeed.