本研究利用Kirkpatrick訓練成效評估模式，探討生態解說員參與解說訓練後之訓練成效，並分析不同個人特性對訓練後成效的影響。此外，透過結構方程模式探討Kirkpatrick評估模式中之反應、學習及行為三個層次間之影響關係，以對生態解說員訓練課程之設計提供建議。研究對象為曾經參與「國立自然科學博物館植物園區」、「臺南縣野鳥學會」及「玉山國家公園」等三個組織生態解說員訓練且擔任解說工作之學員，有效問卷共計247份。研究結果發現受訪學員接受訓練後，在反應（課程滿意度）、學習（能力的增進）、及行為（應用成效）等三個層次皆有正面的評價；個人特性中年齡、月收入、教育程度、職業、休閒活動、參訓動機、參訓次數及解說次數對訓練成效有顯著差異。經由結構方程模式對評估模式中反應、學習及行為等三層次之影響關係分析結果發現，三層次間存在顯著直接正向影響關係。 This study applied the Kirkpatrick's training program evaluation model to examine the training effects for ecotourism interpreters and analyze the difference of training effects among demographic variables. Furthermore, the LISREL model was employed to investigate the empirical relationship between reaction level, learning level and behavior level within Kirkpatrick model. A total of 247 usable sample was obtained from a questionnaire survey to the interpreter trainee at three chosen eco-related organizations: Flora Area of National Museum of Nature Science, Bird Society of Tainan County and Yushan National Park. The main results are as follows: 1. The training effects on all three levels are positive; 2. The demographic variables with significant difference on training effects include age, monthly income, education attainment, vocation, leisure pattern, participating motives, training experience, and interpretation experience; 3. The training effect on reaction level has positively direct relationship with the learning level and behavior level, and the training effect on learning level has positively direct relationship.
