摘要
本研究旨從學習歷程的觀點探究博物館內學習活動之本質。研究者以積極利用博物館展覽進行學習的成人導覽義工為研究對象，透過以下幾個問題探討學習的本質：（1）導覽義工展示參與經驗與歷程為何？（2）導覽義工運用何種策略與博物館學習支持系統協助其學習活動？（3）導覽義工之博物館學習模式與特徵為何？（4）根據上述研究結果，博物館應如何具體提升教育功能？
本研究採用質性研究法，以立意取樣選擇以國立自然科學博物館導覽義工為研究母群，透過滾雪球法選取高學習動機且參觀經驗豐富之導覽義工共五名，進行個案研究，以深度訪談方式蒐集資料。
研究發現：（1）研究對象循由「醞釀」（Fermentation）、「獲得」（Acquirement）與「實踐」（Practice）三個階段，與「激發」（Arouse）、「有效聚焦」（Focus）、「積極投入」（Engagement）、「省思或統整」（Reflection/Integration）、「延續」（Continuance）與「轉化」（Transformation）等六個步驟，進行參觀學習；（2）受到過去培訓經驗與學習社群力量的影響，本研究對象在各個學習階段主動採取相對應的學習策略，以及運用相關的博物館學習支持系統；（3）此外，基於對博物館意象與學習預期的個別差異，其參觀學習呈現三種不同模式和特徵。
最後，研究者提出成為博物館積極學習者的條件有二，其一，個人需提升博物館素養，其二，博物館應於觀眾博物館學習的每個學習階段提供適當的支援，除滿足學習需求外，尚可進一步提升其學習的潛力。而博物館教育功能的提升即從有效介入參觀學習歷程著手。

A Case Study of Museum Docents on Their Learning Process and Strategies While Visiting Exhibition.
Yang, Ching-yi
Abstract
The purpose of this study is to examine the nature of museum learning from the perspective of process. Five active docents are invited as the sample for this study. In order to describe the nature of museum learning, the research questions are as follows ：（1）What is the docent’s learning process and experience during museum visiting? (2)What kinds of learning strategies had the docents used? How does the museum support their learning activities? (3)What are the characteristics of their learning models?
This study employs qualitative method and purposive sampling to do the case studies in the National Museum of Natural Science. In-depth interviews are conducted to collect relevant data.
The findings of this study are:（1）Docents follow three stages（Fermentation, Acquirement, Practice）and six steps（Arouse, Focus, Engagement, Reflection/Integration, Continuance, Transformation） to proceed their learning process.（2）Due to the training experiences, docents take various learning strategies actively and effectively to support their learning in visiting exhibition.（3）Based on docents’ personal impression of the museum and learning expectations, three learning models with different characteristics are found in this study.

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