論文摘要
本研究旨在探討探索教育活動（Adventure Education）對增進國中學生自我概念與人際關係之影響效果，並根據研究結果提出具體建議，以供實施探索教育活動和未來相關研究之參考。
本研究採實驗組控制組前後測之準實驗設計，以報名參與「宜蘭縣立八十九年度童子軍全能考驗營暨探索教育活動」之國中學生為研究對象，其中二十九位「探索組」成員參與三天兩夜戶外露營活動方式的「探索教育活動」，三十一位「童軍組」成員同時參與「童子軍全能考驗活動」；而至宜蘭縣各國中隨機抽取三十五位控制組成員，則不予以任何實驗活動處理。本研究使用之研究工具為「田納西自我概念量表」、「人際關係量表」以及研究者自編之「整體活動回饋表」和「探索教育活動追蹤回饋表」，以此進行前測、後測與延宕測驗。實驗所得資料以單因子共變數分析、單因子變異數分析、相依樣本t考驗和描述性統計等統計方法，進行各項檢定。除了以標準測驗進行量的考驗外，並對探索組成員的回饋資料加以整理分析，以為實驗效果之補充與參考，並印證探索教育的相關理論基礎。
本研究所獲致之發現，臚陳如下：
一、探索教育活動對增進國中學生之「整體自我概念」無顯著立即效果與延宕效果。
二、探索教育活動對增進國中學生之「生理自我概念」有顯著立即效果，但未具延宕效果。
三、探索教育活動對增進國中學生之「人際關係」無顯著立即效果，但具延宕效果。
四、探索教育活動與童軍活動對增進國中學生『整體自我概念』之立即效果與延宕效果無顯著差異。
五、探索教育活動對增進「生理自我概念」的立即效果顯著優於童軍活動；延宕效果則無顯著差異。
六、探索教育活動與童軍活動對增進國中學生『人際關係』之立即效果與延宕效果無顯著差異。
探索組成員的活動回饋分析：
一、成員對整體活動具有相當高的滿意程度，多數成員印象最深刻也最喜歡的活動是屬於高空繩索和個人責任活動的「高空垂降」。而具探索教育精神和隱喻意義的探索活動比單純的體能活動更令成員印象深刻，而更具學習轉移的價值。
二、成員覺得整體團隊氣氛是合作愉快的；團隊最具凝聚力的時間，則分別是屬於社會責任活動的「突破迷網」和「營火晚會」活動中。
三、成員對個人方面具有相當高的滿意程度，認為自己更加認識了解自己、對自己的體能更加有信心；認為活動對自己最大的幫助與改變乃涵蓋了團體成長、個人成長，以及技能應用三個面向。
四、在經驗分享方面，多數成員將高空垂降時的恐懼、勇氣和成就感與家人朋友分享；在經驗應用方面多數將認識朋友與團結互助的經驗應用在待人處事與分工合作上，成員經驗應用的方式共涵蓋「學習轉移理論」的三種模式，即特定性與非特定性學習轉移，以及隱喻性轉移。因此，本探索教育活動對成員之學習轉移具有正面之影響效果。
五、在活動改進方面，活動地點的安排因受到童軍活動進行的影響而需有所改進；而外在天候因素等的變化亦影響成員的活動情形。
茲根據上述研究結果，提出下列建議：
一、對增進研究效果之建議
1、加強分享回饋時的諮商經驗與技巧，以增進參與者的自我成長與經驗的學習轉移：如具備諮商專業或經驗豐富的領導者，各單元活動設計基本而必要之「提問問題檢核表」。
2、增強探索教育的活動領導技巧以營造團體氣氛，進而增進人際技能之成長。
3、從學校與家庭整體生活面實施追蹤輔導活動，以鑑定個人經驗行為的成長過程。
4、根據成員能力與活動目標適當地設計安排活動，以增進探索活動的整體效益。
5、選擇良好安全之活動場地,以確保活動的安全進行與分享回饋時的團體進程效果。
二、對未來相關研究之建議
1、研究設計方面：採「等組隨機控制實驗設計」以提高外在效度。
2、研究對象方面：探討特殊樣本、不同年齡層與性別的實驗效果。
3、研究工具方面：編制更符合研究需求與精確的量表；採用更客觀全面性的行為評量表。
4、研究變項方面：探討特定依變項的實驗效果；探討影響活動效益的重要因素，或採「以過程為導向」的研究。
5、實驗活動方面：實施長期性或持續性的探索教育活動。
三、對實施探索教育活動的建議
1、「學校環境」的融入：融入「綜合活動學習領域」，成為一具結構式的學習活動；運用探索教育的精神與方式，以統整學業科目的教學；發展學校特色，成為實施探索活動的重點學校。
2、「社會環境」的推廣：探索教育活動的實施可廣泛推廣於各種參與對象，如家庭親子情感的重建、公司團體員工的合作與凝聚，甚至以特殊團體為參與對象，例如以探索活動促進身體障礙者之生理自我概念，而突破自我限制、發揮潛能。
3、「專業組織」的成立：成立專門組織以培養領導人才、研究設計課程以及推廣探索教育活動的理念和方式，甚至建立具公信力的活動與領導證照制度，以促使探索教育活動的發展與推廣。
4、「活動場地」的設置：配合活動實施場地的自然情境設計適當的活動以增加隱喻性轉移效果；設立固定安全的活動場地與活動設施，以確保探索教育活動實施的流程順利以及安全性的保障。

The purpose of this thesis was to investigate the effects of Adventure Education activities upon the self-concept and interpersonal relationship of the junior high school students.
The pretest-posttest quasi-experimental design with treatment and comparison groups was utilized. The subjects for the study were drawn from the junior high school in ILan county and divided into three groups: the adventure group(the experimental group, 29 subjects) , the scouting group( 31 subjects) , and the control group (35 subjects) . Both of the adventure group and the scouting group attended voluntarily a three-day outdoor camping program in ILan county at the same time. The adventure group received the Adventure Education activities, and the scouting group received the Scout skill-testing activities. Whereas the control group, selected randomly from junior high school in ILan county, received no treatment at all.
The study employed ‘Tennessee Self-Concept Scale’ and ‘Interper-sonal Relationship Inventory’ to conduct pretest, posttest, and long-term measures. And hypotheses were tested by one-way analysis of covariance and paired t test(within-subjects design t test).
The results of this study were summarized as followed:
1.The Adventure Education activities showed no significant instant and long-term effects on the students’ 「total self-concept」.
2.The Adventure Education activities showed significant positive instant effect on the students’ 「physical self-concept」, and had no significant long-term effect on it.
3.The Adventure Education activities showed no significant instant effect on the students’ 「interpersonal relationship」, but had significant positive long-term effect on it.
4.There were no significant instant and long-term effects on the students’ 「total self-concept」 between the Adventure Education activities and the Scouting activities.
5.The instant effect of the Adventure Education activities on the students’ 「physical self-concept」 was significant higher than that of the Scouting activities, and the long-term effect between these two activities was no significantly different on it .
6.There were no significant instant and long-term effects on the students’ 「interpersonal relationship 」 between the Adventure Education activities and the Scouting activities.
As the conclusions mentioned above, some of the suggestions for the practicing of the Adventure Education activities and the future researches were discussed.

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