目的：本研究旨在建構一套基於體驗與冒險教育理念而設計之自力造筏課程，並檢視其對大學生冒險教育生活效能之成效。方法：爲達研究目的，研究者採「不等組前－後測」準實驗設計，依有無選修自力造筏課程，分爲實驗組（54位大學生）與對照組（72位大學生）。採用「冒險教育生活效能」量表（包含：時間管理、情緒控制、成就動機、社交領導、自信心與主動積極性等6個構面）進行前、後測，並利用SPSS 17.0 for Windows套裝軟體進行「描述性統計」、「相依樣本t檢定」與「單因子共變數分析」之資料分析。結果：發現有選修自力造筏課程之實驗組參與者之後測分數，在「時間管理」F(下標 (1,122))=19.54, p<.05、「情緒控制」F(下標 (1,123))=23.31, p<.05、「成就動機」F(下標 (1,123))=17.59, p<.05、「社交領導」F(下標 (1,121))=10.70, p<.05、「自信心」F(下標 (1,122))=7.97, p<.05與「主動積極性」F(下瞟 (1,121))=21.08, p<.05上均明顯優於無選修自力造筏課程之對照組參與者，並達到統計上顯著水準。結論：在本研究中嘗試以結合影片欣賞與實際體驗活動之課程設計，透過冒險情境營造與自力造筏活動導入，建構一套能夠增進冒險教育生活效能之課程。

Purpose: To investigate the effects of the self-built raft courses on college students' Life-Effectiveness. Methods: Quasi-experimental as well as the pretest-posttest nonequivalent groups design were used. The participants were college students divided into two groups: experimental group with participating in self-built raft courses (n=54) while control group without (n=72). The Life-Effectiveness scale (including 6 subscales such as time management, emotional control, achievement motivation, social leadership, self confidence and active initiative) was took to pretest and posttest the effects. Data analysis was conducted by SPSS 17.0 for Windows by the methods of descriptive statistics, paired t-test and One-way ANCOVA. Results: The experimental group received more significant and positive improvement on Life-Effectiveness, including, time management, emotional control, achievement motivation, social leadership, self confidence and active initiative than the control group. Conclusions: The researchers constructed one series of self-built raft courses with integration of adventure-based learning process model through the elements of movie-watching and practical experiences that could promote Life-effectiveness.