本研究透過相關文獻探討整理出探索教育（Adventure Education, AE）在國內外課程設計之經驗，找出適合於國民小學綜合活動學習領域（第三階段）課程設計之探索教育課程內容。研究整理發現：一、大部分的探索教育課程內容，都可連結對應到課程綱要中的主題軸及核心素養。連結最多的主要內容為在「社會參與」主題軸，其中在「人際互動」核心素養，可連結的課程內容最多。其次在「生活經營」主題軸之「生活適應與創新」核心素養，以及「保護自我與環境」主題軸之「戶外生活」核心素養，亦有也多課程內容可連結。而在相關探索教育研究效益中，效益連結最多者為「自我發展」主題軸中的「自我探索」核心素養，以及「社會參與」主題軸之「人際互動」核心素養。二、總結可連結對應到課程綱要中的主題軸及核心素養之探索教育課程內容，配合相關探索教育研究效益中，適合於國民小學綜合活動學習領域（第三階段）課程設計的課程內容為「暖身認識活動、自我覺察活動、溝通同理活動、團隊合作活動、問題解決活動、信任活動和戶外冒險活動」。顯示以上課程內容乃是探索教育在綜合活動學習領域（第三階段）課程實施的重點，做為探索教育未來在國民小學發展的方向及教師進行綜合活動學習領域教學的參考。

By looking into relevant literature reviews and sorting out examples of applying Adventure Education (AE) to curriculum designs at home and abroad, this study aims to identify suitable Adventure Education learning contents for curriculum designs of the Integrated Activities (the third stage) in elementary schools. Some key findings from the study are as follows. First, most Adventure Education learning contents can be related to the themes and core competences of the Curriculum Guidelines. The correlations appear most in the core competence of ＂interpersonal interaction＂ under the theme of ＂social participation＂, followed by the competence of ＂adaptability and innovation in life＂ under the theme of ＂self and environmental protection＂. In terms of Adventure Education research benefits, the correlation appears most in the competence ＂self discovery＂ under the theme of ＂self development＂ and the competence of ＂interpersonal interaction＂ under the theme of ＂social participation＂. Second, by concluding from the learning contents of Adventure Education that can be related to a number of themes, core competences, and the Adventure Education research benefits, the suitable learning contents for the Integrated Activities (the third stage) in elementary schools are ＂warm-up activities, self-awareness activities, communicating as well as empathy activities, teamwork activities, problem-solving activities, trust activities and outdoor adventure activities.＂ The study shows that the above-mentioned learning contents are crucial in applying Adventure Education to the Integrated Activities (the third stage). It is hoped that these findings could help elementary school teachers with future curriculum designs.