本文是一篇關於台南市國民小學實施校外教學遊程規劃景點的研究。以台南市的國小教師為訪談對象，訪談題目的設計，是經由蒐集專家學者有關校外教學、遊程規劃及關子嶺溫泉區等文獻發展而成。本研究的主要目的在實地踏查、分類整理關子嶺溫泉區附近適宜進行校外教學活動之景點與資源，以提供國小教師選擇並規劃校外教學活動遊程設計之參考，透過課程實施使國小學童增進在地認同感，進而培養珍惜自然資源永續利用之態度。以質性研究之「團體訪談法」對九位國小教師進行訪談調查，受訪對象分低、中、高年段，每個年段各三位教師，將所得資料進行分析，所得結果提供學校教師、政府相關單位或溫泉區業者之參考。本研究結果顯示：所有受訪教師都有到溫泉區泡湯的經驗，對浸泡溫泉的療效及放鬆效益多有體會與認同，且認為應多帶領學生接觸體驗並培養環保意識，才能使溫泉資源永續利用。各年段教師選擇校外教學地點的考量因素是依據學生體能狀況、先備知識程度及符合學習目標、學生興趣等。結合最適合融入校外教學活動的九年一貫課程領域及重大議題，針對各年段規劃實施溫泉區校外教學之建議遊程，是提升溫泉資源永續經營利用及將溫泉區生態環境保護觀念向下紮根的絕佳機會。 This article is a study regarding to planning the extra-curriculum teaching by elementary school teachers in Tainan City. The interviewees are the elementary school teachers in Tainan City. The designs of the interview topics are developed from the collections of the reference documents about extra-curriculum teaching, tour plan and Kuantzuling spa area. The main purpose of the study is to practically survey, categorize and sort out the spots and resources suitable for extra-curriculum teaching near Kuantzuling spa area, which is in order to provide elementary school teachers with reference materials about the selections and arrangements for planning the extra-curriculum teaching. Implementing the extra-curriculum teaching will help elementary school students to gain the local-identity and to develop their attitude toward cherishing natural resources. I use the Group Interviews of Qualitative Research to make an interview with 9 elementary school teachers, those who are divided into 3 lower grade teachers, 3 intermediate grade teachers and others are higher grade teachers. Then I analyze the data and supply the results to teachers, the authorities concerned and industry. The results reveal that all the respondents have the experience of taking the hot spring, realize its healing efficacy and agree its benefit for relax. Moreover, they all think that they should lead students to experience it and raise their awareness of environmental protection in order to coexist with it sustainably. Each teacher chooses the place for extra-curriculum teaching according to students’ strength, prior knowledge, learning goals, interest, etc. Taking recommended tours for extra-curriculum teaching of different grades in hot spring area, which combine with appropriate Grading 1-9 Curriculum Guidelines and Important Issues, is a good chance to promote hot spring resources’ sustainable development and to teach children the concepts of environmental protection in hot spring ecology.
