國小學生參與校外教學之學習效益與滿意度之研究 -以九族文化村為例

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題名:	國小學生參與校外教學之學習效益與滿意度之研究 -以九族文化村為例 A Study on the Learning Effects and Satisfaction of Elementary School Students Participating in off-Campus Teaching Activity- Formosan Aboriginal Culture Village as an Example
作者:	洪禎 HUNG, CHEN
貢獻者:	休閒與遊憩管理學系
關鍵詞:	學習效益;服務品質滿意度;校外教學活動;旅遊動機;九族文化村 tourism motivation;satisfaction of service quality;learning effect;off-campus teaching activity;Formosan Aboriginal Culture Village
日期:	2022-08-26
上傳時間:	2022-10-28 07:45:24 (UTC+0)
出版者:	亞洲大學
摘要:	戶外教育是學校課程的一部份，可以擴充學生知識領域、增加學習體驗。本研究旨在探討南投縣國小學生對於校外教學景點「九族文化村」之旅遊動機、服務品質滿意度及學習效益。本研究於民國108年10月29日對校外教學活動參與者進行之全面問卷調查。共發出問卷164份紙本問卷，有效問卷157份，有效問卷回收率95.73﹪。研究結果顯示如下：一、受訪者在此次造訪九族文化村前曾至園區之原因前三名排序為「專程為了遊樂設施」、「專程為了想認識原住民文化」、「專程為了搭乘日月潭纜車」。二、有關九族文化村認知學生答對率不好。三、整體服務品質滿意度以「我覺得園區內的建築物蓋得很漂亮」、「我我喜歡九族原住民文化體驗課程」、「我覺得園區內的樹木種得很好，整齊又美觀」居前三名。「我覺得園區內販賣的飲食及紀念品價格不會太貴」、「我覺得園區內的飲水機很明顯、容易找」、「我覺得在園區內，常可找得到垃圾桶在哪裡」居後三名。四、受訪者基本資料在服務品質滿意度程度之分析1.受訪者是否具「原住民身分」在環境清潔構面同意度中有顯著差異，「具原住民身分」受訪者在環境清潔構面比「不具原住民身分」之平均數大。2.「專程為了遊樂設施」受訪者在遊憩設施構面有顯著性高服務品質滿意度。3.「專程為了想認識原住民文化」受訪者在景觀構面、學習效益構面、原住民部落體驗構面有顯著性高服務品質滿意度。五、受訪者「答對題數」與其對園區所有服務品質滿意度構面無顯著相關。本研究結果及建議可以讓學校主管或老師當選擇校外教學目的地，及給九族文化村業者當未來經營管理之參考。 Outdoor education is a part of the school curriculum that expands students’ areas of knowledge and enhance the learning experience. The purpose of this study is to explore the tourism motivation, the satisfaction of service quality and the learning benefits of elementary students at Natou County to off-campus teaching scenery “Formosan Aboriginal Culture Village”. This research conducted a comprehensive questionnaire survey on participants of off-campus teaching activity on October 29, 2019. A total of 174 paper questionnaire were issued, 157 valid questionnaires were collected. The recovery rate of the valid questionnaires was 95.73 %. The results of the study were as follows:1.The top three reasons why respondents went to the park before their visit to the Formosan Aboriginal Culture Village were ranked as “special trip for amusement facilities”, “special trip to learn about aboriginal culture”, and “special trip to ride the Sun Moon cable car”.2.The responds number of questions answered correctly about the awareness of the Formosan Aboriginal Culture Village were not good.3.The top three satisfaction of service quality were “I ink the buildings at the parks are very beautiful”, “I like the experience course of the park”, and “I think the trees ate the park are well planted, neat and beautiful”. The least three satisfaction of service quality were “I think the drink, food, and souvenirs at the park are not too expensive”.4.Analysis of the respondents’ basic information on the satisfaction of service quality (1) The respondents with aboriginal identity at the dimension of the environmental cleanliness had significantly higher average overall satisfaction of service quality.(2) The respondents with “special trips for amusement facilities” had significantly higher average overall satisfaction of service quality. (3) The respondents with “special trips to understand aboriginal culture” had significantly higher average overall satisfaction of service quality.5. There was no significant correlation between the responds number of questions answered correctly and their overall satisfaction of service quality.The results and recommendations of this study can be used as references for future school supervisors or teachers to select the destinations of the off-campus teaching activities, and management of the Formosan Aboriginal Culture Village.
顯示於類別:	[休閒與遊憩管理學系] 博碩士論文

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