本研究是在魚苗寮學習中心課程發展完成，且已有導覽解說之後，再以完整方法論，來檢視遊客及教師對於整個硬體設施、配套課程、導覽解說及其他服務之滿意度及應改進之處。本研究主要透過專家學者訪談、學校教師及參訪民眾的問卷調查。研究結果顯示：遊客與教師普遍對軟硬體設施狀態接近滿意，硬體設施表現較優的項目是環境景觀和植栽綠化；需要修正改進的項目是廁所、停車場以及遮蔭情形。再者解說服務方面，遊客與教師普遍表示滿意，表現得較好的是課程活動和解說人員表現，需要加強的多媒體解說與解說摺頁的提供。中心課程的最大特色是：能整合附近各種資源設施，並結合在地的產業及文化，及能有效傳達自然保育的知識，因此受訪教師高度認同(4.07~4.17)，可增進參與者之自然保育知識、態度及行爲；需改進的的部份爲：課程內容過多，以致活動時間不是學生能負擔的，以及課程進行過程的活潑與趣味性不足；本研究已考慮將現有課程分爲主、次要，或將課程再細分爲數單元，再依帶隊解說對象的年齡需求、來訪次數，選取適當的單元加以組合；並增加探索、體驗課程及增加以課程的活潑性。

After outdoor courses of learning center of Fingerling-Cottage had been compiled, and interpretation activity had started-up, it was inspected again by full methodology to examine the visitors' and teachers' satisfaction for the entire hardware facilities, package curricula, activity of interpretation, other service satisfaction needed to be revised. The experts and scholars were interviewed and questionnaire investigation were carried on schools' teachers and people who visited the center in the study. The results of the research were shown as fallows: Tourists and teachers felt satisfied with software and hardware facilities. The most satisfied items were environmental landscape and plantation. The items needed to be revised: restroom, parking lot and shading provision. In interpretation aspect, the tourists and the teachers were generally satisfied service. The curricula activities and the interpreting personnel was better performed. Multimedia illustration and illustration folding papers were needed to be provided strongly. The greatest feature of these curricula were: fully combined neighbor resources, industry, culture and effectively communicate knowledge of the nature conservation. So the teachers generally agreed (4.07~4.17) that these curricula might promote the attendants' natural conservation knowledge, the attitude and behavior. The parts needed be improved were that: the contents of curricula were too many, which couldn't be born by students, as well as the liveliness and interests of the curricula were insufficient. This study has already considered that existing curricula were divided into more and less important parts, or to be subdivided into several units, then suitable units were chosen out and recombined according to demands of interpreting subjects' age and visiting times. And exploring, experiencing curricula were added to increase the liveliness of curricula.