An Action Research of Integrating Bicycle Education into Special Schools’ Curricula in Remote Elementary School

[[abstract]]近年來，面對臺灣地區逐漸少子化社會，偏遠地區學校人數亦逐年萎縮，部份市區學校出現空餘教室過剩的情況，面臨整併裁撤的價值評估。2004年教育政策白皮書揭示：「深度認識台灣、走讀台灣鄉鎮，發展學校特色」之理念，各地學校代表臺灣不同部落、村落的在地社區文化，亟需活化再利用，以創造教育附加價值，故規劃特色學校為活化閒置空間，發揮校園特色價值，教育部規劃辦理為期三年之推動國民中小學活化校園空間與發展特色學校計畫，各學校為求永續經營進而掀起強調辦學特色之浪潮，學校經營本以課程與教學為核心。 本研究的目的擬於研究者所任教之班級進行行動研究，發展出一套適合永安國小六年級學童的自行車融入特色學校課程模式，從研究過程瞭解發展特色課程的校外教學活動實施過程中，所經歷的困難、解決困難的策略以及最後實施的成效。本研究根據教師實施經驗、學生學習成效、研究訪談整理的結論為： 一、自行車教育融入特色課程的校外教學活動最大的阻礙有：交通安全、協同人力不足、夜宿外縣市的安全及縣府長官核備同意的因素。 二、安全問題上，可以透過自行車課程來達到學習行車安全的目標。在協同人力與夜宿方面，因學校人力有限，在幾次的招募中，願意幫忙者寥寥可數，觀察永安國小家長的社經背景，較無暇協助學校活動，研究者曾經建議校長引進大學志工及警察局幫忙，並未獲得校長的認同。 三、在長官核備的因素上，縣府長官的觀念態度，似乎無法趕上時代潮流，而這也是校長所擔憂的，自行車教育結合校外教學的立意良好，但身為校長必須背負一些無形的壓力，研究者身為基層教師很難去改變現況。 四、雖因諸多的因素取消最後的遊學活動，但校長對於自行車融入特色課程的成效表示肯定，並在101年度發展特色學校實施計畫中，再次列入自行車結合社區踏查的特色課程，並在2012年研究對象繼續參與多項自行車活動。所以，透過自行車教學建立良好的騎乘知識，就能串連特色課程的學習點，讓永安國小成為一所以自行車漫遊學習為主軸的特色學校。 根據結論研究者做以下建議： 一、自行車與特色課程的創意結合可以產生一個新型態的校外教學方式，並重新找到學校真正的特色定位。 二、由教育行政機關訂立更周全的法律保障學校與教師的教學權益，賦予基層學校機關更彈性的施教空間。 三、可藉由自行車融入學校特色課程發展假日學校或暑期夏令營，藉由特色行銷學校與社區。 四、家長能支持教師設計的校外教學活動，並發揮親師合作的功能，給予必要之協助，減少教師的責任與負擔，使教師能專心於教學準備及推展教學活動，不再視校外教學為畏途。 In recent years, faced with gradually fewer children in Taiwan society, is shrinking year by year the number of schools in remote areas, some urban schools surplus of spare classrooms, facing the whole and the abolition of valuation. In 2004 White Paper on education policy reveals "depth understanding of Taiwan, the walking of Taiwan's townships, development of school special” of concept, schools representative Taiwan different tribal, and village of in to community culture, needed activation again uses, to created education attached value. So planning special school for the activation of unused space to play the value of campus features, the Education Department of Planning for a period of three years to promote the activation of elementary and junior high school campus space and the development of special schools’ curricula, schools for the sake of sustainable development and thus set off a wave of emphasis on school special, school management as the core of the curriculum and teaching. The purpose of this study to be in classes taught by the researchers to conduct action research, developed a set of Yong-An Elementary School sixth grade students' bike education integrated the mode of the special schools’ curricula. From the course of the study on outdoor teaching activities for the development special curriculum to understand the implementation process the qualifications of the difficulties and solve difficult strategy and the effectiveness of the final implementation. In this study, according to teachers' implementation experience, student learning effectiveness, research interviews consolidation concluded that: First, bicycle education into the special curriculum outside teaching activities the biggest obstacle as follows: traffic safety, collaboration with the lack of manpower, overnight outside the city and county safety and the county government chief for approval to the consent of factors. Second, on security issues, you can achieve the goal of learning road safety through the bike course. In cooperative manpower and overnight, due to limited manpower of schools, in several recruiting, willing to help a few observation Yong-An elementary school parents ' socio-economic background, had no time to assist with school activities, researchers have recommended principal introduction of volunteers and police help, has not been recognized by the principal. Third, on the executive for approval factors, attitudes of County Government Chief Executive, seemed unable to catch up with the trend of the times, and the principal worry about bicycle education combined with the conception of the outdoor teaching,, but as principals must bear some invisible pressure, researchers who are primary teachers are hard to change the status quo. Fourth, final study tours canceled due to many factors, but the principals affirmed the effectiveness of the bike into the special curriculum, the development of specialized schools and 101 annual implementation plan included again in the bike combined with the special of the community tips about curriculum and the 2012 study continue to participate in a number of bicycle activities. Therefore, to establish a good knowledge of riding through the bike teaching and learning points will be able to thread the special courses, Yong-An Elementary School to become a comprehensive bicycle roaming learning as the main special of school. According to the conclusions of researchers to do the following recommendations: First, creative combination of bicycles and special curriculum can produce a new type of outdoor teaching, and re-find their true characteristics of positioning. Second, by the education administration to make more comprehensive legal protection of schools and teachers ' teaching interests, given that primary school authorities a more flexible teaching space. Third, by bike into the special schools’ curricula development holiday school or summer camp, school and community by the special of marketing. Fourth, parents can support teachers to design the outdoor teaching activities, and play the role of parent-teacher cooperation, give necessary assistance, reduce the burdens and responsibilities of teachers so that teachers can focus on teaching preparation and promotion of teaching activities, or is no longer outdoor teaching as a dangerous road