本研究旨在評量關渡自然公園的一般參觀解說活動，對於校外教學的國小學童產生的影響。包括學生的喜好、知識獲得與經驗的獲得。同時，針對解說活動進行過程評量，紀錄及分析其過程，以作為對照分析之用。
本研究選定合作解說員5人，進行9場解說的評量。包括解說過程的全程錄音，以及解說結束後選擇5-8位學生進行團體訪談。研究分析的成果如下：
一、解說過程方面：
解說員偏好以講述的方式來進行解說，並以問答的方式來與學生進行互動。引導學生直接觀察是非常有效的解說技巧，但並不是每一位解說員的引導技巧都很好。一般來說，解說都缺乏一個貫穿全場的主旨。
二、學生反應方面：
學生大多都很喜歡這樣的校外教學經驗。雖然解說員介紹了許多的相關知識，但學生在知識獲得的方面非常地少。相較於極少數的知識的獲得，學生對於一些有趣的解說經驗印象深刻。
本研究並依上述結果，對解說員及未來的研究者提出建議。

The purpose of this study is to assess the interpretive services of Guandu Nature Park, including the enjoyment, learning, and experience gained of participating students, and the analysis of the process of the interpretive activities.
5 coorperative interpreters and 9 interpretive activities are chosen to conduct this study. Researcher tape-recorded the process and interviewed 5-8 students after the interpretation finished. The important results are:
1. The process of the interpretive activities.
The prefered skill of the interpreters is interpretive talks and questions. Direct observation is powerful in focusing students' attention, but only some of the interpreters can lead a good observation. None of the interpretations had a theme.
2. The reaction of the students
Most students liked the activities. Although the interpreters instructed much knowledge, students learned little. Despite the miserable knowledge gained, students had some interesting experience.
Finally, recommendations for interpreters and future researchers are also proposed.

一、中文部分
王鑫（1991）：〈自然中心戶外環境教學之意義與初步構想〉。《環境教育季刊》，第15期：36-41頁。
周儒（2001）：〈尋找一個環境教育的實踐場所——『環境學習中心』的需求與概念〉。《中華民國九十年度環境教育國際學術研討會論文集》，72-80頁。台北：國立師範大學。
周儒、張子超、呂建政（1996）：《教育部委辦自然教育中心實施狀況之研究》。台北：教育部環境保護小組。
周儒、呂建政、陳盛雄、郭育任（1998）：《建立國家公園環境教育中心之規劃研究——以陽明山國家公園為例》。台北：內政部營建署。
關渡自然公園（2003）。關渡自然公園91年工作報告。台北：關渡自然公園。
二、英文部分
Ballantyne, R., Fien, J. & Packer, J. (2000). Program Effectiveness in Facilitating Intergenerational Influence in Environmental Education: lessons from the field. Journal of Environmental Education, 32(4), 8-15.
Ballantyne, R. R. & Uzzell, D. L. (1994). A Checklist for the Critical Evaluation of Informal Environmental Learning Experiences. International Journal of Environmental Education and Information, 13(2), 111-24.
Breiting , S. & Mogensen, F. (1999). Action Competence and Environmental Education. Cambridge Journal of Education, 29(3).
Breiting, S. & Nielsen, K. (Ed.). (1996). Environmental Education Research in the Nordic Countries. Denmark Research Centre for Environmental and Health Education.
Chadhokar, Y. & McLoughlin, L. (1999). Interpretation at Wetland Sites in the Sydney Region. Journal of Interpretation Research, 4(1) Winter.
Diamond, J. (1999). Practical Evaluation Guide: tools for museums & other informal educational settings. American Association for State and Local History Book Series. U.S.: AltaMira Press.
Evans, B., & Chipman-Evans, C. (1998). How to Create and Nurture a Nature Center in Your Community. U.S.: The University of Texas Press.
Fien, J., Scott, W. & Tilbury, D. (2001). Education and Conservation: lessons from an evaluation. Environmental Education Research, 7(4).
Gough, A. (1997). Education and the Environment: Policy, Trends and the Problems of Marginalisation. Australia:Australian Council for Educational Research Ltd.
Ham, S. H. (1992). Environmental Interpretation: a practical guide for people with big idea and small budgets. U.S.: North American Press.
Hart, D. (1994) Authentic Assessment: a handbook for educators. Assessment Bookshelf series. Addison-Wesley Publishing Company, Inc.
Huckle, J. & Sterling, S. (Ed.). (1996). Education for Sustainability. UK:Earthscan Publications Limited.
Hart, P., Jickling, B. & Kool, R. (1999). Starting Points: Questions of Quality in Environmental Education. Canadian Journal of Environmental Education, 4.
Kanpp, D. & Poff, R. (2001). A Qualitative Analysis of the Immediate and Short-term Impact of an Environmental Interpretive Program. Environmental Education Research, 7(1).
King, J., Morris, L., & Fitz-Gibbon, C. (1987). How to Assess Program Implementation. U.S.：Sage Publications, Inc.
Kostka, M. D. (1976). Nature Center Program Impact. Journal of Environmental Education, 8(1).
Medlin, N., & Ham, S. (1992). A Handbook for Evaluating Interpretive Services. Moscow, Idaho: Department of Resource Recreation and Tourism,College of Forestry & Wildlife and Range Sciences,University of Idaho.
Matre, S. V. (1990). Earth Education: a new beginning. US: the Institute for Earth Education.
Meredith, J., Cantrell, D., Conner, M., Evener, B., Hunn, D., & Spector, P. (2000). Best Practices for Environmental Education: guideline for success. Columbus, Ohio: Environmental Education Council of Ohio.
Miller, G.. (1998). Living in the Environment. (10th ed.). U.S.: Wadsworth Publishing Company.
Palmer, J. A. (1998). Environmental Education in the 21st Century: theory, practice, progress and promise. NY: Routledge.
Regnier, K., Gross, M., & Zimmerman, R. (1994). The Interpreter’s Guidebook: techniques for programs and presentations (3rd ed.). Interpreter’s Handbook Series. WI: UW-SP Foundation Press, Inc.
Rossi, P., Freeman, H. & Lipsey, M. (1999). Evaluation: a systematic approach. (6th ed.). U.S.:Sage Publications, Inc.
Shomon, J. (1962) A nature Center for Your Community. U.S.: National Audubon Society.
Stecher, B., & Davis, W. (1987) How to Focus an Evaluation. U.S.: Sage Publications, Inc.
Stokking, K., van Aert, L., Meijberg, W., & Kaskens, A. (1999) Evaluating Environmental Education. IUCN Commission on Education and Communication.
Tilden, F. (1977). Interpreting Our Heritage (3rd ed.). U.S.: The University of North Carolina press.
Thomson, G., & Hoffman, J. (n.d.) Measuring the Success of Environmental Education Program. Canadian Parks and Wilderness Society. Retrieved July 25, 2004, from
http://www.cpawscalgary.org/education/evaluation/.
Worthen, B., Sanders, S. & Fitzpatrick, J. (1997). Program Evaluation: alternative pproaches and practical guidelines.( 2nd ed.) U.S. Longman Publisher.