本研究旨在探討環境教育工作者在荒野中獨處的自然經驗及其對從事環境教育工作的影響。本研究聚焦於兩個主要問題：一、環境教育工作者在荒野中獨處的自然經驗為何？二、承上，此經驗對環境教育工作者從事環境教育工作的影響為何？如何發生？本研究以質性研究方法，深度訪談三位環境教育工作者。研究發現，荒野獨處的自然經驗內含包括：一、正向且連結的經驗。二、恐懼、阻力和挑戰。三、敏銳的感官體驗。四、超個人體驗。五、沉思體驗。
　在每位環境教育工作者在荒野獨處經驗中，有不同的經驗和省思。而這些經驗和省思對於其從示環境教育的啟示，則分別從教育哲學、教學設計和引導方式去個別討論。影響的層面包含：一、傾向生態中心觀點和行為。二、建立整全觀。三、活出使命與天賦。四、有助於專業發展。
　　由此可知，荒野獨處不僅是環境教育工作者的重要個人經驗，對於環境教育的專業成長亦有許多幫助。環境教育工作者的荒野獨處經驗，使其體悟人與自然的不二關係，並得到了豐富的自然經驗，且能在教育過程中注入更多深度和靈魂，對於提升環境教育的品質具有重要的意義。

This study aimed to explore environmental educators’ experiences of being alone in the wilderness and its impact on working in environmental education. This study focuses on two main questions: 1. What are the natural experiences of environmental educators when they are alone in the wilderness? 2. And, what is the impact of this experience on environmental educators engaged in environmental education work? How does it happen?
This study used qualitative research methods and conducted in-depth interviews with three environmental educators. Research has found that natural experiences of being alone in the wilderness includes: 1. Positive and connected experiences. 2. Fear, resistance and challenges. 3. Keen sensory. 4. Transpersonal experience. 5. Meditation experience.
　　Every environmental educator has different experiences and reflections in their experience of being alone in the wilderness. These different experiences and reflections provides inspiration for their environmental education. They will be discussed individually from the perspective of educational philosophy, teaching design and guidance methods. The influence include: 1. Tendency to ecocentric views and behaviors. 2. Establish a comprehensive view. 3. Live out mission and talent. 4. Promote professional development.
　　It can be seen from this that solitude in the wilderness is not only an important personal experience for environmental educators, but also has a lot of help for the professional growth of environmental education. Environmental educators’ experience of being alone in the wilderness enables them to realize the non-dual relationship between man and nature, and gain rich natural experience. They can inject more depth and soul into the education process, which is important for improving the quality of environmental education.

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