本研究旨在探討「環境正義」融入田野踏查之「5+1 階段」課程模組如何影響
學習經驗與課程觀點。研究對象包含臺灣南部兩所大學在 110 學年度，四個班級共
計 128 名之正式課程學生。透過混合性研究法進行質性分析修課者之心得寫作，以
及量化分析踏查者經驗問卷（n=100）。踏查前心得寫作透過質性分析建構出學習
者眼中的「環境不正義之六角結構」；而踏查後心得分析則高度展現田野給予的學
習體驗，包含踏查者對於公共議題、教育意涵、情意發展、歷史地景等面向有更深
入的思考。其中，導覽居民扮演生命故事說書人的角色，不僅展開踏查者的思考與
視野，建立議題與場域的連結，更引發對他者、他地之關懷與共感，體悟在地聚落
處於環境不正義下的協商日常。統計分析也顯示導覽者的說書人角色，顯著影響學
習者贊同田野作為場域教室賦予課程不同的意義、贊同遷村並非環境不正義之解
方。總體而言，本議題融入田野踏查課程模組透過混和性研究後發現，具有課程結
構性、議題連貫性、學習模式多樣性之課程模組能拓展視野並提升學習體驗，深化
戶外學習的教育意涵。未來研究方向建議課程模組融入量化形成性評量，有益於先
備知識的連結與內化，並作為田野踏查課程模組之基準點以利前、後測比較，推進
戶外學習之實證研究。

This study investigated the effects of a narrative-driven, environmental justice–focused 5+1
staged-course module on the learning experiences and curricular perceptions of students. The study
population comprised 128 students from 4 classes conducted by 2 universities in southern Taiwan.
They represented four cohorts across two semesters spanning the period from 2021 to 2022. An
exploratory mixed-methods research design was used to conduct qualitative analyses of the
students’ reflective writings before and after their field trips. Additionally, 100 qualified field trip
participants underwent post–field trip surveys, and the results were quantitatively assessed. A
qualitative inquiry revealed that the students held a hexagonal conceptualization of environmental
injustice before their field trip. Post–field trip analyses were conducted to understand the students’
learning experiences from their field trips; the experiences involved profound reflections on public
issues, the value of education, affective development, and appreciation of locality. Crucially,
resident guides, who narrated their life stories, were instrumental in expanding the students’
cognitive and empathetic engagement, educating them on field-specific topics and fostering in
them a compassionate awareness of others and diverse locales. The statistical findings of this study
revealed the significant influence of these resident guides in shaping the students’ recognition of
the field as an appropriate classroom setting. These guides infused distinct meanings into the
curriculum, aligning it with the belief that relocation is inadequate as a response to environmental
injustice. In summary, integrating narratives into an issue-centric learning module significantly
broadened the learning horizons and experiences of the students, thereby deepening the
pedagogical effects of outdoor learning. The findings indicate future courses should incorporate
formative quantitative evaluations to strengthen the connection and assimilation of foundational
knowledge to provide a comparative baseline for modules and enhance longitudinal fieldtrip
analyses to advance research on outdoor education.