臺灣博碩士論文加值系統

1970 年代起，歐美學者日漸聚焦於環境議題，意識到人類生存的永續性問題，以致於有了環境教育的興起。特生中心保育教育館於1999 年正式落成啟用，致力於本土生態保育與環境教育的推行；並培訓一批解說志工，成為本土生態保育與環境教育重要推動力量。
解說志工的素質優劣，肩負生態保育與環境教育成敗之重要關鍵之一。本研究以特生中心第七期（2001）至第十二期（2004）解說志工，及接受志工解說之遊客為對象，編製李克特5 等量表，評量解說志工教育訓練、學習及解說服務成效，共郵寄解說志工問卷126份，解說後現場發放遊客問卷420份，並回收解說志工有效問卷116份，遊客有效問卷387份。經信度分析教育訓練滿意程度量表，志工學習滿意程度量表、志工解說自我評量滿意程度量表，及遊客滿意程度量表等Cronbach"sα 值達0.90 以上，均有高的內部一致性。
據統計分析，特生中心第七期至第十二期解說志工以男性稍多，年齡51~60 歲者，大學之教育程度，退休人員，居住中部者為多；解說志工對於特生中心所提供之教育訓練感到滿意，但志工自我學習和解說成效感到不足。從遊客問卷分析，解說服務各題項滿意度平均值，皆達4以上的滿意水準，印證解說志工之解說服務具有良好成效。依典型相關分析結果，解說志工的教育訓練對志工學習有顯著的影響，志工學習又對解說成效有顯著的影響，亦即特生中心所提供的教育訓練，能幫助志工之自我學習，並能於學習後應用於解說服務。

From the 1970s, European researchers started focusing on the environmental issues about the long-term survival of mankind. Since then, the environmental education has started to flourish. Conservation Education Center, which has became an important force on promoting local nature conservation and environmental education, was established in 1999 at the Endemic Species Research Institute. A group of voluntary interpreters were trained there and proved to be a great power on promoting nature conservation and education.
The ability of the voluntary interpreters was also the key factors and had great effect on the success or failure of the environmental conservation and education. Likert-type 5 points scale was designed based on the voluntary interpreters from the class 7 to 12 and the visitor who had joined the guided tours. There were 126 questionnaires sent by mail to the voluntary interpreters, and 116 copies filled and returned. There were 420 questionnaires delivered to the visitors right after every guided tour, and 387 effective copies returned. According to the Reliability analysis, the Cronbach’s α score from the Evaluation of the Satisfaction on the Educational Training Scale，Evaluation of the Self-satisfaction from the Volunteer's Self-study Scale, Satisfaction on Volunteers Self-evaluation Scale and the Satisfaction from the Visitors Scale were all over 0.90 that proved to have high inner regularity.
According to the statistics, class 7 （2001）to class 12 （2004）voluntary interpreters were mostly male, aged between 51 to 60 years old and had received university degrees. They are mostly retired and living in the central Taiwan. Voluntary interpreters were satisfied with the educational training provided by ESRI. However, they were unsatisfied with self-study and interpretation ability. According to the analysis from the visitor’s questionnaire the score were over 4 which proved that the guided tour was effective and well received.
According to the Canonical correlation analysis, training had great effect on self-study and self-study had important effect on interpretation. Therefore, the training provided by ESRI could help
the voluntary interpreters’ self-study and their abilities to apply knowledge and skills on their interpretation services.

中文摘要..………………………………………………………Ⅰ
英文摘要..………………………………………………………Ⅱ
目錄..……………………………………………………………Ⅳ
表目錄..…………………………………………………………Ⅶ
圖目錄……………………………………………………………Ⅸ
第一章 緒論
第一節 研究背景……………………………………………1
第二節 研究動機與目的……………………………………3
第三節 研究流程……………………………………………7
第四節 研究限制……………………………………………8
第二章 文獻回顧
第一節 志願服務……………………………………………9
第二節 解說志工……………………………………………11
第三節 教育訓練……………………………………………14
第四節 學習..………………………………………………19
第五節 成人教育與學習……………………………………25
第六節 解說的認知..………………………………………28
第三章 保育教育館的解說志工
第一節 志工招募……………………………………………39
第二節 志工教育訓練………………………………………40
第三節 志工解說服務………………………………………45
第四章 研究方法
第一節 研究對象……………………………………………47
第二節 研究架構與假設……………………………………48
第三節 調查方法……………………………………………49
第四節 資料整理與分析……………………………………52
第五章 結果與討論
第一節 解說志工基本屬性分析.……………………………55
第二節 解說志工教育訓練.…………………………………58
第三節 解說志工學習.………………………………………64
第四節 解說志工解說評量.…………………………………71
第五節 受測遊客基本屬性分析.……………………………77
第六節 遊客對保育教育館解說評量.………………………81
第七節 解說志工與遊客之解說服務評量比較.……………85
第八節 解說志工教育訓練、學習及解說成效之因素分析87
第九節 解說志工個別屬性對教育訓練、學習及解說成效
的關係………………………………………………95
第十節 解說志工教育訓練、學習及解說成效之典型相關
分析…………………………………………………98
第六章 結論與建議
第一節 結論…………………………………………………103
第二節 建議…………………………………………………105
第三節 未來研究方向………………………………………106
引用文獻：
中文文獻.…………………………………………………………108
英文文獻.…………………………………………………………120
附錄：
附錄一、特生中心志工基礎訓練梯次、時間暨時數表.………126
附錄二、特生中心解說志工在職（進階）訓練課程表.………127
附錄三、特生中心解說志工教育訓練、學習與解說評量問卷.129
附錄四、保育教育館解說服務遊客評量問卷……………………136
附錄五、解說志工帶隊解說現場經驗紀錄………………………139




圖 目 錄
圖1.研究流程圖..……………………………………………………7
圖 2.研究架構圖.……………………………………………………36
圖3.志工教育訓練與學習之典型相關分析徑路圖..………………99
圖4.志工學習與解說成效之典型相關分析徑路圖.………………101

表17.解說困難相關題項次數分配.………………………………74
表18.解說志工帶隊現場解說經驗自述紀錄彙整表.……………77
表19.遊客個別屬性分析表.………………………………………79
表20.遊客參觀停留時間表.………………………………………81
表21.解說志工介紹的展示主題與遊客印象深刻的解說主題之
比較表.………………………………………………………83
表22.聽完解說是否增加本土自然生態與環境的認識分配表.…84
表23.聽完解說對本土自然生態與環境的觀感分配表.…………85
表24.解說志工與遊客之解說服務評量比較.……………………86
表25.因素分析萃取志工教育訓練滿意度構面.…………………88
表26.因素分析萃取志工學習構面.………………………………91
表27.因素分析萃取志工解說成效構面.…………………………94
表28.解說志工基本屬性、期別對教育訓練、學習及解說成效
之比較………………………………………………………96
表29.志工教育訓練與學習之典型相關分析摘要表……………99
表30.志工學習與解說成效之典型相關分析摘要表……………100
表31.志工學習對遊客解說評量之多元迴歸分析………………101
表 目 錄
表1.解說評估相關論文摘要..……………………………………36
表2.特生中心7~12期解說志工課程比例分配表.………………41
表3.特生中心保育教育館91~94年導覽解說統計表……………46
表4.遊客問卷項目分析……………………………………………51
表5.解說志工基本屬性分析表……………………………………56
表6.參與特生中心解說志工的主要動機…………………………58
表7.第七~十二期解說志工基礎訓練各課程得分滿意度平均值
…………………………………………………………………59
表8.志工參與在職（進階）訓練印象深刻程度…………………61
表9.在職訓練（或進階訓練）次數分配表………………………63
表10.志工學習效果良好的主題次數分配.………………………65
表11.曾激發志工學習興趣的主題課程次數分配.………………65
表12.志工學習有困難的主題次數分配.…………………………67
表13.志工在學習困難時最常利用的解決方式.…………………67
表14.志工基礎訓練前、後可解說主題次數分配比較.…………69
表15.目前最需要再加強的課程訓練次數分配.…………………70
表16.志工解說成效次數分配.……………………………………72

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