2007年03月 21-3 以增進復原力為目標之BBM 模式進行休閒教育之實驗
本文之主要目的係介紹以利益為管理導向的休閒遊憩服務模式(Benefits-Based Management of Recreation Services,簡稱BBM ),闡述復原力概念及遊憩課程概念架構,包括危險因子、保護因子及復原力,並主現美國BBM模式研究的歷史、演進及成果等。本文主現兩個BBM模式設計之遊憩課程,證明「鼓藝課程」能夠增進身處危險環境青少年之獨立性與洞察力兩個復原力,但是「攀岩活動」只能增進獨立性。同時,本文描述兩個實驗全部過程,色括研究工具、樣本抽樣、活動選擇、課程規劃與內容、互動與監控過程及成果評估,並歸納出成功完成BBM模式實驗研究的注意要點,包含遊憩課程設計原則,以及實驗過程操作準則等。最後,本文建議休閒教育研究者可以考慮將BBM遊憩課程概念與作法列入休閒教育的定義與範疇內,並期望能夠早日建構本土化的休閒教育課程與活動設計手冊。文末對後續BBM模式相關研究、休閒教育及輔導諮商領域提出一些tt 示與建議。 關鍵字 參考書目 王建堯(2001)。九年一貫課程中 「休閒教育」的探討。台灣教育,602,28-32。 江玉卉(2003)。實施休閒教育影響園中學生自我效能感之研究。國立台灣師範大學公民教育與活動領導學系碩士論文,未出版,台北。 余繽(1997)。提高全民休閒素養,由加強 休閒教育開始。教育研究雙月刊,55,6-9。 余繽(2000)。休閒教育的實施與發展。大葉學報,9(2),1-13。 呂建政(1994)。開展休閒教育的幾個課題。訓育研究,33(2),21-28。 呂建政(1996)。倡導休閒教育與輔導,健全青少年身心發展。測驗與輔導,137,2818-2821。 呂建政(1999)。休閒教育的課程內涵與實施。公民訓育學報,8,181-196。 宋幸蕙(2000)。台灣 地 區國民中學教 師 對「休閒教育」課程期望之研究。公民訓育學報,9,337-365。 吳忠宏、范莉雯、江宜珍(2001)。淺談休閒教育之定義、模式內容與活動規劃。國教輔導,41(2),44-51。 吳忠宏、范莉雯、江宜珍(2003)。以九年一貫課程為架構之休閒教育模式與內容。戶外遊憩研究,16(1),1-23。 林紀玲、莊慶棋、吳金珠(2001)。大專休閒教育與休閒運動相關性之初探。大仁學報,20,209-218。 洪煌佳(2002)。突破休閒活動之休閒效益研究。國立台灣師範大學運動與休閒管理研究所碩士論文,未出版,台北。 洪榮照(1995)。特殊學校、教養機構、休閒教育及障礙學生休閒活動之探索。台中師院學報,9,27-60。 洪榮照(1997)。啟智班學生休閒生活與休閒教育之研究。台中師院學報,11,511-578。 高俊雄(1999)。運動員諮商的新選擇 : 休閒教育。大專體育,的,17-23。 張孝銘、周宏室(2003)。大學院校體育教師課程實施休閒教育目標認知之研究。大專體育學刊,5(1),1-10。 張樑治(1999)。遊憩活動企劃影響遊憩體驗的研究。國家公園學報,9,97-111。 張樑治、陳朝圳、蔡志堅(2004)。勝任感與自我決定感 : 促進老人遊憩體驗滿意的主要因素。戶外遊憩研究,17(3),37-50。 陳宣蓉 (2003)。音樂治療活動應用於智能障礙兒童自我概念及人際關係之研究。國立屏東師範學院音樂教育學研究所碩士論文,未出版,屏東。 陳漢志(2002)。台灣中部地區老人休閒參與阻礙與休閒教育需求之調查研究。國立教育學院論叢,12(2),77-89。 許義忠、莊麗君(2003)。Rock climbing program and minority αt-risk youth in Taiwan. 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