欲提升國人對於溫泉區旅遊意願，其長遠且有效的方法便是自教育入手，且須針對不同年齡層的學生給予適切的溫泉知識。提昇學生對溫泉知識的了解，有助於提昇遊客對於溫泉區的旅遊意願，促進溫泉觀光產業發展。本行動研究以國中學生七年級、八年級為對象，研究場域為北投、關子嶺、四重溪與綠島朝日溫泉區。於社團活動課程，運用翻轉教學的理念，融入閱讀指導與溫泉相關的教學，以進行提昇學生溫泉區旅遊意願研究。行動研究課程主題為認識溫泉、溫泉PAPAGO與溫泉區旅遊規劃。本行動研究採用文件分析法與訪談調查法，研究結果顯示學生不同的背景變項中，泡湯經驗次數對溫泉教學成效影響並不明顯。七年級與八年級學生認知、技能、情意學習，均有達到學習效果。八年級於溫泉教學的認知學習效能總平均4.57、技能學習效能總平均4.57、情意學習效能總平均4.59均略優於七年級認知學習效能總平均4.33、技能學習效能總平均4.38、情意學習效能總平均4.35。此結果表示教學活動內容應針對不同年級規畫設計，才能達到更佳的學習效果。七年級在課程實施前的溫泉旅遊意願之加權平均值為2.26，在課程實施後的加權平均值為3。八年級在課程實施前的溫泉旅遊意願之加權平均值為4.4，在課程實施後的加權平均值為5.4。七年級與八年級學生於教學活動後均有提昇溫泉區旅遊意願。 A long-term, effective way to arouse people’s interest in visiting hot spring areas is through education. Moreover, it is necessary to provide appropriate knowledge regarding hot springs for students of different ages. Making students learn more about hot springs helps to arouse people’s interest in visiting hot spring areas, thus encouraging the development of hot spring tourism industry.The action research is subject to the junior high school students of seventh grade and eighth grade. The research fields are the Beitou, Guanziling, Sichongxi and Zhaori Hot Springs. In student club activities course, this research used the flipped teaching concept and integrate reading instruction with hot spring knowledge so as to conduct the research of increasing students’ travel intention to the hot spring areas. The action research curricular themes are Understanding hot spring, hot spring PAPAGO and Hot spring district tourism planning.This action research adopts the methods of document analysis and personal interview. This research results show that students of different background variables in the number of spa experience for the effect of the hot spring teaching is not obvious. Students’ cognitivity, skills and affection all achieve learning effect. Eighth grade in spa teaching cognitive learning efficiency of total average of 4.57, skills learning efficiency of total average of 4.57, affective learning efficiency of total average of 4.59 were slightly better in seventh grade cognitive learning efficiency of total average of 4.33, skills learning efficiency total average of 4.38, affective learning efficiency of total average of 4.35. This result indicates the teaching activities should be designed for different grades of planning in order to achieve better learning outcomes. The weighted average value of the hot spring tourism before the implementation of the seventh grade is 2.26, after the implementation of the weighted average of the course is 3. The weighted average value of the hot spring tourism before the implementation of the eighth grade is 4.4, after the implementation of the weighted average of the course is 5.4. Moreover, both seventh graders and eighth graders became more interested in visiting hot spring areas after the course.
