校長促進學校戶外教育普及化發展的課程領導

Principals Promote the Outdoor Education Popularizing Development in Curriculum Leadership

國內戶外教育普及化發展是趨勢，本文為說明普及化的意涵，提出單一領域與跨領域兩種戶外教育課程類型，以及教導式、指導式、引導式、自導式四種戶外教育教學類型，強調讓每位教師依自己的能力以及考慮學生與課程需求，從不同類型的戶外教育中選擇合宜的類型來參與實踐，並進一步提出校長課程領導的重點，包括：一、校長能了解戶外教育多元性，正確解讀「普及化」；二、校長能理解教師處境與擔憂，化解課程實施的阻礙；三、校長要增進教師理解戶外教育在課程中產生的意義；四、校長要強化師生戶外教育安全與風險管理相關知能；五、校長應建立正向機制，促進教師精進戶外教育知能。最後，提出建構「場域導向」的課程發展模式來實踐這五項課程領導重點，建立普及與永續發展機制。

The outdoor education popularizing development is a trend in Taiwan. In this paper, to explain the meaning of popularization, proposes two types of outdoor education courses including single field and cross field, and four types of outdoor education teaching including instruct, directing, guiding, and self-learning, to emphasize that each teacher should choose the appropriate type for themselves to participate in practice according to his abilities and considering the needs of students. And this paper further proposes five points of the principal’s curriculum leadership, including: First, understanding the diversity of outdoor education, correctly interpreting “popularization”; Second, to understand the situation and concerns of teachers, and to resolve the obstacles of the curriculum implementation; Third, to enhance teachers understanding of the significance of outdoor education; Fourth, to strengthen the knowledge and skills of teachers and students related to outdoor education safety and risk management; Fifth, to establish a positive mechanism to promote teachers to improve their knowledge and skills of outdoor education. Finally, it proposes to construct a “field-oriented” curriculum development model to practice the five points, and establish a universal and sustainable development mechanism.