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題名：單日繩索挑戰課程對莫拉克災區學童復原力之影響
書刊名：體驗教育學報
作者：謝智謀 引用關係／吳崇旗 引用關係
作者(外文)：Hsieh, Chih-mou／Wu, Chung-chi
出版日期：2012
卷期：6
頁次：頁29-44
主題關鍵詞：戶外冒險教育；繩索挑戰課程；莫拉克颱風；復原力；Outdoor adventure education；Challenge ropes courses；Typhoon Morakot；Resilience
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:104
  • 點閱點閱:204
本研究目的旨在探究單日繩索挑戰課程對於莫拉克災區學童復原力之影響。課程設計是以冒險為本的學習歷程模式為基礎，為期一天的課程共計八小時，內容包含破除人際藩籬的平面活動、促進團隊合作的低空活動以及個人挑戰的高空活動。為達研究目的本研究以「復原力」量表，分別針對高中、國中及國小共241位莫拉克災區學童，進行問卷前測與後測，以檢視課程實施對災區學童復原力之影響。並利用SPSS 12.0 for Windows套裝軟體進行資料分析。研究結果顯示，經過相依樣本t檢定後，在高中及國中學童前、後測平均數皆達到顯著水準，國小學童雖未達顯著水準，但前、後測平均數方面則有增進。最後，研究者針對研究方法、對象及課程提出建議，以供參考。
The purpose of this study was to explore the influence of one-day challenge ropes courses on resilience for students from disaster area after Typhoon Morakot. The one day for eight hours ropes courses (including: PA games, low and high element) were designed according to the adventure-based learning process model. The scale of "resilience" was used to evaluate the course effect for 241 students from primary, junior and senior high schools by the scores of pre-test and post-test. The data were statistically analyzed with SPSS 12.0 for Windows by a paired sample t-test. According to the results, statistically significant differences between pre-test and post-test for junior and senior high schools students were found. The pre-test and post-test scores increased for primary school students. In the end, the researchers provided suggestions for research method, participants and future courses.
期刊論文
1.Rogers, D.(2000)。To the top: Challenge courses for persons with disabilities。Parks and Recreation，35(3)，76-87。  new window
2.Ewert, A. W.、Yoshino, A.(2011)。The influence of short-term adventure-based experiences on levels of resilience。Journal of Adventure Education and Outdoor Learning，11(1)，35-50。  new window
3.Masten, A. S.(2004)。Regulatory processes, risk, and resilience in adolescent development。Annals of the New York Academy of Sciences，1021(1)，310-319。  new window
4.張昀、謝智謀(200912)。「探險，最能建立性格的力量」--戶外冒險教育與復原力。體驗教育學報，3，1-12。new window  延伸查詢new window
5.Kobasa, Suzanne C.(1979)。Stressful Life Events, Personality, and Health: An Inquiry into Hardiness。Journal of Personality and Social Psychology，37(1)，1-11。  new window
6.Marsh, H. W.、Richards, G. E.、Barnes, J.(1986)。Multi- dimensional self-concepts: The effect of participation in Outward Bound program。Journal of Personality and Social Psychology，50(1)，195-204。  new window
7.林清文(20030800)。復原力。教育研究月刊，112，149-150。new window  延伸查詢new window
8.謝智謀(20100900)。以戶外冒險教育為本的登山課程對復原力之影響。體育學報，43(3)，127-146。new window  延伸查詢new window
9.Rak, Carl F.、Patterson, Lewis E.(1996)。Promoting resilience in at-risk children。Journal of Counseling and Development，74(4)，368-373。  new window
10.Bonanno, G. A.(2004)。Loss, Trauma, and Human Resilience: Have We Underestimated the Human Capacity to Thrive After Extremely Aversive Events?。American Psychologist，59(1)，20-28。  new window
11.吳崇旗、謝智謀(20060900)。探討戶外冒險教育的效益。中華體育季刊，20(3)=78，43-53。new window  延伸查詢new window
12.詹雨臻、葉玉珠、彭月茵、葉碧玲(20091200)。「青少年復原力量表」之發展。測驗學刊，56(4)，491-518。new window  延伸查詢new window
13.Neill, James T.、Dias, Katica L.(2001)。Adventure education and resilience: The double-edged sword。Journal of Adventure Education and Outdoor Learning，1(2)，35-42。  new window
14.McKenzie, M. D.(2003)。Beyond the outward bound process: Rethinking student learning。Journal of Experiential Education，26(1)，8-23。  new window
15.Wolfe, Brent D.、Samdahl, Diane M.(2005)。Challenging assumptions: Examining fundamental beliefs that shape challenge course programming and research。Journal of Experiential Education，28(1)，25-43。  new window
16.Friborg, O.、Hjemdal, O.、Rosenvinge, J. H.、Martinussen, M.、Aslaksen, P. M.、Flaten, M. A.(2006)。Resilience as a moderator of pain and stress。Journal of Psychosomatic Research，61(2)，213-219。  new window
學位論文
1.吳香質(2005)。服務學習對低自我概念學生復原力建構之影響(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
2.林姿穎(2004)。成人愛情分手復原力模式之研究(碩士論文)。國立暨南國際大學。  延伸查詢new window
3.王紹穎(2007)。自我感、復原力與創傷後症狀之關聯性研究：以燒傷病人為例(碩士論文)。國立臺灣大學。  延伸查詢new window
4.陳姿璇(2007)。運用冒險式學習建構青少年復原力之研究(碩士論文)。國立暨南國際大學。  延伸查詢new window
5.王貞懿(2007)。冒險式諮商影響高關懷青少年自我概念之研究(碩士論文)。國立體育學院。  延伸查詢new window
6.吳明純(2007)。堅毅特質、社會支持對家庭不利條件兒童適應之影響：復原力研究取向(碩士論文)。國立新竹教育大學。  延伸查詢new window
圖書
1.蔡居澤、廖炳煌(2001)。探索教育與活動學校。臺南：翰林。  延伸查詢new window
2.李義男(2003)。探索教育與諮商治療。臺北市：水牛出版社。  延伸查詢new window
3.Beatie, H.(2000)。Adventure in resiliency: The power o f adventure learning。CA：Resiliency in Action, Inc。  new window
4.Rohnke, K.(1977)。Cows tails and cobras: A guide to ropes courses, initiative games, and other adventure activities。Hamilton：MA: Project Adventure。  new window
圖書論文
1.Rohnke, K.(1999)。Rope Courses: A Constructed Adventure Environment。Adventure Programming。State College, PA：Venture Publishing。  new window
2.Goldenberg, Marni A.(2001)。Outdoor and risk educational practices。Defining best practices in boating, fishing, and stewardship education。Recreational Boating and Fishing Foundation。  new window
3.Fraser, Mark W.、Galinsky, Maeda J.(2004)。Risk and Resilience in Childhood: Toward an Evidence-based Model of Practice。Risk and Resilience in Childhood: An Ecological Perspective。NASW Press。  new window
4.Gass, M.(1993)。Foundations of Adventure Therapy。Adventure Therapy : Therapeutic Applications of Adventure Programming。Dubuque, IA：Kendall/Hunt Publishing。  new window
5.Priest, S.(1999)。Introduction。Adventure Programming。State College：PA: Venture Publishing。  new window
 
 
 
 
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