本研究主要目的是設計國小一年級的校外教學課程，並了解研究者所設計的校外教學課程對學習成效的影響。設計校外教學教案前先蒐集相關文獻與新竹市老鍋休閒農莊網站教學資源，進行分析與討論後，再完成校外教學教案設計。
本研究採用行動研究法，利用量化及質性資料來探討學生認知、情意與技能三方面的學習成效，先將前後測結果依統計方法做量化的分析，利用無母數統計檢定中的Wilcoxon符號等級檢定、成對樣本t檢定進行，再以學生的校外教學學習手冊、訪談內容及研究者的觀察記錄等質性資料進行探討，其結果如下：
一、 校外教學教案設計對學生的認知學習成效有顯著提升。
二、 校外教學教案設計對學生的情意學習成效沒有顯著提升。
三、 校外教學教案設計對學生技能學習成效未有顯著提升。
根據研究結果，本研究給要辦理校外教學的老師提出以下建議：
一、 做好校外教學前的事前探勘，以維持整個活動的流暢性。
二、 加強學生的發表能力，提升其學習成效。
三、 充實教師的專業能力，讓學生學到認知、情意及技能等能力。
The main purpose of this study is to design the outdoor teaching course for the first grade of the elementary school, and to understand the effectiveness of the outdoor teaching curriculum designed by researchers on learning effectiveness. Before designing the outdoor teaching plan, collect the relevant literature and the teaching resources of Old Pot Farm website for analysis and discussion, and then complete the design of the outdoor teaching plan.
This study uses the action research method to use quantitative and qualitative data to explore the learning effectiveness of students cognition, affection and skills. Firstly, the pre-test results are quantitatively analyzed according to statistical methods, and the Wilcoxon symbols in the statistical test without parental number are used. The level test and the paired sample t test are carried out, and then the qualitative information of the students outdoor teaching manual, interview content and the researchers observation record are discussed. The results are as follows:
1. The design of the outdoor teaching plan has significantly improved the cognitive learning of students.
2. The design of the outdoor teaching plan has not significantly improved the students affective learning.
3. The design of the outdoor teaching plan has not significantly improved the effectiveness of student skills learning.
According to the research results, this study proposes the following suggestions for teachers who want to apply for outdoor teaching:
1. Do a good job before the outdoor teaching to maintain the fluency of the entire event.
2. Strengthen students ability to publish and improve their learning effectiveness.
3. Enrich the professional ability of teachers to enable students to learn cognitive, affection and skills.
