臺灣休閒專業教育課程建構之研究

資料摘要

The purposes of this study were to identify the leisure professional courses and to verify the roles of these courses in the curriculum. Leisure professional education included the high-school-level, undergraduate and graduate school courses. The study applied literature review, focus group and survey to collect data. The samples were selected from the industrial, official and academic organizations in the recreational service industry, which are defined by the 90th category in the standard industrial classification system of the Republic of China.

1. There are five areas of studies that should be included in the professional foundation understanding courses: Basic Concepts of Leisure and Recreation Professional, Ethics for Leisure and Recreation Industry, Legal Training for Leisure and Recreation, and Data Processing. The professional competencies courses focus of the study are on administration, management, environments, activities and recreational therapy.

2. The difference opinions about the high school, undergraduate and graduate courses from industrial, official and academic organizations.

(1)Industrial, official and academic respondents showed significantly difference in the high school courses of Introduction, Legislation, Statistics, Therapy, and Economy.

(2)Industrial, official and academic respondents showed significantly difference in the undergraduate courses of Psychology & Behavior, Introduction, Methodology, Statistics, Marketing, Planning, Organizing, Economy, Interpretation, Community Recreation, Therapy.

(3)Industrial, official and academic respondents showed significantly difference in the graduate courses of Psychology & Behavior, Sociology, Seminar, History, Education, Legislation, Field Experiences, Computer Literacy, Methodology, Language and Literature, Statistics, Marketing, Planning, Financing , Organizing, Services, Economy, Environmental Issue, Recreation Resources Management, Interpretation, Community Recreation, Programming Plan, Programming Leadership, Programming Security, Physiology, Health, Therapy.

3. The curriculum in leisure education:

(1)The high school level curriculum in leisure vocational education:

There were 6 required and 1 elective courses in the foundation level. One course could be listed on the required or elective course. There were four professional competencies:

a.Leisure Services Management: There were three required courses and two elective courses.

b.Natural Recreational Resources Management: There were one required courses and two elective courses.

c.Recreational Programming: There was two required course and two Elective courses. Two courses could be listed on the required or elective course.

d.Therapeutic Recreation: There was one required course and one elective course. One course could be listed on the required or elective course.

(2)The undergraduate school level curriculum in leisure vocational education:

There were 8 required and 6 elective courses in the foundation level. There were four professional competencies:

a.Leisure Services Management: There were four required courses and one elective courses. One course could be listed on the required or elective course.

b.Natural Recreational Resources Management: There were three required courses.

c.Recreational Programming: There was three required course and two elective courses.

d.Therapeutic Recreation: There was one required course and three elective courses.

(3)The graduate level curriculum in leisure vocational education: There were 9 required and 3 elective courses in the foundation level. There were four professional competencies:

b.Natural Recreational Resources Management: There was one required course and one elective course. a.Leisure Services Management: There were two required courses and four elective courses.

c.Recreational Programming: There was five elective course.

d.Therapeutic Recreation: There were four elective course.

The results of the study suggest that the curriculum should include the foundation and four professional competencies. The students can learn basic understanding in the foundation courses and select one professional competency as their specialties. Therefore, the leisure professionals not only establish foundation knowledge and core value, but also create their own characteristics in the professional competencies.

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【各期刊或論文要求的參考文獻格式不同，可視需求自行調整】

• 李晶（2006）。臺灣休閒專業教育課程建構之研究（E92021）【原始數據】取自中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。https://doi.org/10.6141/TW-SRDA-E92021-1
• Ching Li (2006). The Study on Leisure Professional Education Curriculum Programming in Taiwan (E92021) [data file]. Available from Survey Research Data Archive, Academia Sinica. https://doi.org/10.6141/TW-SRDA-E92021-1