新作坊

融入定向越野活動設計對大學生的社區認識、學習動機與合作學習成效之探討：以嘉義縣布袋鎮新塭社區為例
Exploring the Effects of Integrating Orienteering-Based Activity Design on University Students’ Community Awareness, Learning Motivation, and Cooperative Learning: A Case Study of Xinwen Community in Budai Township, Chiayi County

摘要

本研究旨在探討以嘉義縣布袋鎮新塭社區為主要實作場域，採用定向越野活動作為課程設計核心，發展一套結合體驗式學習、社區導向學習與大學社會責任精神之教學方案，分析其如何影響大學生在社區場域中的地方理解、學習動機、合作學習與初步社會實踐能力。本研究主張，此一課程不僅是教育實踐中的學習設計，也可視為社會實踐之前導歷程與能力培育機制。本研究以五個小組共34 名學生為對象，透過深度訪談、活動觀察與學習回饋單等質性資料蒐集方式進行分析。研究結果歸納三項主要發現：一、大學生在實地探索、居民互動與情境反思中，逐步由對社區的空間陌生轉向熟悉，並建構具脈絡性的地方感與地方理解。二、在具自主性、挑戰性與合作性的任務歷程中，學生的學習動機由外在要求逐漸轉化為內在投入，展現自主性、能力感與關係性三項心理需求的逐步滿足。三、學生的合作學習歷程呈現「衝突—協調—共識—效能」的動態發展，且其學習經驗已由地方認識進一步延伸至對社區議題、公共意識與初步行動意識的生成。根據研究結果指出，定向越野作為在地化課程媒介，不僅能深化學生的地方感與合作學習成效，更可作為大學生進入真實場域、形成社區關懷與銜接後續社會實踐方案的重要教學機制。建議未來課程設計除強化前導學習與反思機制外，亦可進一步結合社區需求與居民觀點，以深化課程作為社會實踐前導平台之功能。

Abstract

This study examines a course centered on orienteering in Xinwen Community, Budai Township, Chiayi County. The course integrates experiential learning, community-based learning, and the principles of University Social Responsibility (USR). This paper investigates how this design influences university students’ sense of place, learning motivation, and cooperative learning and argues that this course functions not only as a curricular learning experience but also as a capacity-building process for subsequent social practice. A total of 34 students, organized into five groups, participated in the study. Qualitative data were collected through in- depth interviews, activity observations, and learning feedback forms. Three primary findings emerged. First, through field-based exploration, interaction with local residents, and contextual reflection, students gradually shifted from spatial unfamiliarity toward familiarity with the area, constructing a contextualized sense of place and situated understanding. Second, within an autonomous, challenging, and collaborative task structure, students’ motivation progressively transformed from external compliance to internal engagement, reflecting the gradual satisfaction of autonomy, competence, and relatedness. Third, students’ cooperative learning processes demonstrated a dynamic progression—from conflict, negotiation, and consensus building to the development of collective efficacy—while their learning experiences extended from familiarity with the locale to an emerging awareness of community issues, civic consciousness, and action-oriented thinking. Based on these findings, orienteering, as a place-based learning approach, not only enhances students’ sense of place and cooperative learning outcomes but also functions as a pedagogical mechanism that enables students to enter realworld contexts, engage with the community, and build toward subsequent social practice initiatives. Accordingly, to reinforce the role of such courses as foundational platforms for social practice, future course design should strengthen preparatory learning and structured reflection while further incorporating community needs and residents’ perspectives.