本研究想要了解不同背景的文物解說志工建構其解說知識的途徑與方式，及影響其學習的因素，旨在建立文物解說志工解說知識「建構、應用」之共通與立異模式。 由於解說志工皆為社會人士，必須自主管理自己的學習活動，本研究引用成人學習與知識管理理論為立論基礎，藉以觀察解說志工建構解說知識與傳遞應用知識的過程。 本研究針對35位不同背景之文物解說志工進行深度訪談，之後將訪談所獲得的資料進行編碼，依研究架構解析歸納出共同的元素或要件，以建構解說志工解說識管理模式。 研究結論如下：（一）在知識取得充實方面，初期依賴機構培訓或藉閱讀、與同儕互動、上網等方式學習並在實務中累積經驗。由於經驗不足，解說時不會看眾說話，技巧過於生澀。之後，學習方式更加多元，加入旅遊、看展、視聽、研究、田調、學畫、在學進修、跨機構解說、學位進修等。解說會先依觀眾背景需求，規劃內容，以互動方式與訪客建立關係。（二）戶外解說因內容固定與解說機會少，會利用值班時與同儕互通有無、或跨機服務、或受邀演講、授課、撰寫文章等途徑精進充實。室內解說因展覽期短多元，一定要參與展前課程、自行準備資料或請教同儕，在邊說邊修正中成長。（三）影響個人學習因素有參與動機、學經歷、機構推廣任務與自我發展。參與動機初期是悅己導向，而持續服務是成長導向。在校主修科目與機構屬性無關，須利用機構內外學習資源，慢慢進入；但工作經歷則有利於學習。例行解說任務易形成學習上的怠惰。亦從機構推廣任務所託與個人專業發展的契機中學習與革新。 基於研究發現，研究者提出了後續研究以及對解說志工知識管理、對社教機構管理單位培訓進修計劃之建議。 The primary theme of this research aimed to build the systematic model of the way that the interpreters from different backgrounds constructed and applied their knowledge. Adult learning theories were applied for this study to observe the volunteers, who were all adults and had to self-manage their learning activities. Deep interview from thirty-five volunteers was adopted to collect data and then the model of knowledge management was constructed by analyzing and inducing the common elements. The major findings of this research include:1. The knowledge acquisition was improved through peer-teaching, online-learning and field-training.2. The knowledge of outdoor interpretation was improved by interaction-on-duty, transinstitutional service, being invited as a lecturer or writing the composition; the knowledge of indoor interpretation was improved by self-preparation, peer-teaching, and field-training.3. The factors of influencing personal learning were participative motivations, degree and experience, mission promotion and self-development. Finally, this research also provides further study for the knowledge management of the interpreters and the learning plan of social educational institution.
