探索教育中之露營活動在台灣行之有年，正心中學更於民國五十六年開始於湖山岩及華山國小辦理露營活動至今，除讓學生從活動中學到童軍的基本之能力，提供生活化、全人化的多方位學習，更漸而成為學校歷久不衰的傳統活動。隨著教育改革及九年一貫課程的實施，學生的學習方式，也脫離過去教室內聽課的方式，主動的參與觀察、探究和體驗，是現今多元學習所強調的。有鑑於此，本研究以學生對活動學習認知、探索教育目標與九年一貫國民中學課程目標影響關係為研究主題，並以雲林縣正心中學華山冬令露營為實證分析對象，採用問卷調查蒐集資料，以李克特五點量表為問項衡量基礎，總共發出問卷數161份，回收問卷數161份。 本研究根據實際調查所得資料，以描述性統計、因素分析、群落分析、T檢定、皮爾森相關分析及線性結構模式等統計方法，進行資料分析，得到以下結論：1. 露營活動教學目標三領域的學習對九年一貫課程目標的達成有顯著的正向直接影響關係。2.華山露營活動所設計之探索教育活動對國二學生而言能符合學生之需求，高偏好類群之教學目標認知領域、技能領域與情意領域的達成影響效果高於低偏好類群。3.華山冬令露營活動對九年一貫課程目標部分達成，分析發現運動遊戲類型之活動與九年一貫十大課程目標之相關性最為顯著；而在自我省思部分則對「潛能發展」、「生涯規劃」、「資訊科技」、「探索研究」等是未達顯著相關；生活技能方面則有「資訊科技」是未達到顯著相關。故當中較不具相關性的是「運用科技與資訊的能力」，顯示十項目標當中，華山冬令露營活動的設計，是較不易讓同學直接運用到科技與資訊的能力。 本研究成果除了提供學校根據學生對活動學習認知來規劃活動設計，設計學習活動使華山冬令露營活動符合學生需求同時亦達成政府九年一貫課程目標，規劃出有效、有條理的行程，讓每位同學確實做好準備，更希望成為各中學辦理相關活動之參考依據。 Camping activities of adventure education have been put to practice in Taiwan for years. Since Sacred Hearts High school initiated their winter camp by 1967 till now, the participants of these summer camps not only learn the basic abilities of scouting, but also the versatile activities of daily livings. The winter camp has become one of the dateless conventions in Sacred Hearts High school.With the educational reform and enforcement of Nine-year Integrated Curriculum, students’ learning by attending lecture in class has been replaced by active observation and exploration and experimental learning.Therefore, this research attempts to analyze the influence between learning recognition in activities and course objectives of Nine-year Integrated Curriculum to students. This research is tested across Hwa-Shun winter camp of Sacred Hearts High school and uses questionnaire survey based on Likert scale; the number of issued questionnaires is 161 at response rate of 100%. Through the data collected, the methodologies used in this research include descriptive statistics, factor analysis, cluster analysis, t-Test, Pearson correlation analysis and structural equation modeling. The conclusion of this research are summarized as following:1. There is direct cause-and-effect relationship between learning in three areas concerning teaching objectives of camping activities and purpose achievement of Nine-year Integrated Curriculum.2. Hwa-Shun winter camp designed for the adventure education curriculum meets the needs of second year junior high school students. The students with high preference were more significantly influenced than the other students on three areas of teaching objectives.3. Hwa-Shun winter camp partially achieves the objectives of Nine-year Integrated Curriculum. The sports type has more significant correlation relationships with the objectives of Nine-year Integrated Curriculum. The dimension of introspection does not have significant correlation on “potential development”, ”career planning” , ”information technology” and “descriptive research”. The dimension of living skills does not have significant correlation on “information technology”.“The ability to use information technology” has less correlation among ten objectives in Nine-year Integrated Curriculum; it reveals that Hwa-Shun winter camp brings the participants with less ability to access information technology. This research not only suggests the school designing activities based on students’ learning recognition but also provides example for other high schools to hold such activities. The design of Hwa-shun winter camp meets up with the needs of students, achieves the Nine-year Integrated Curriculum, schedules effectively, and enables each participants fully prepared in advance.
