本研究利用Kirkpatrick訓練成效評估模式，來探討生態解說員在參與解說訓練後之訓練成效，並分析生態解說員不同個人特性對於訓練後成效的影響。另外以結構方程模式探討Kirkpatrick評估模式中之反應、學習及行為三個層次間之影響關係，以對生態解說員訓練課程之設計提供更完善的建議。研究對象為曾經參與「國立自然科學博物館植物園區」、「台南縣野鳥學會」及「玉山國家公園」生態解說員訓練且擔任解說工作之學員，有效問卷共計247份。研究結果發現學員訓練完後，在反應(課程滿意度)、學習(能力的增進)及行為(應用成效)等三個層次皆有正面的評價；訓練成效有顯著差異的個人特性有：年齡、月收入、教育程度、職業、休閒活動、參訓動機、參訓次數及解說次數。另外，Kirkpatrick評估模式中反應、學習及行為之三層次，彼此之間存在顯著的直接正向影響關係，其中反應層次對學習層次及行為層次的影響係數分別為0.38及0.30，而學習層次對行為層次的影響係數為0.59。 This study applied the Kirkpatrick’s training program evaluation model to examine the training effects for ecotourism interpreters and analyze the difference of training effects among demograpgic variables. Furthermore, the structrual equation model (SEM) was employed to investigave the empirical relationship between reaction level, learning level and behavior level within Kirkpatrick model. A total of 247 usable sample was obtained from a questionnaire survey to the interpreter trainee at three chosen eco-related organizations：Flora Area of National Museum of Natural Scientific、Bird Society of Tainan County and Yushan National Park. The results are as follows: 1.the training effects on all three levels are positive; 2.the demographic variables with significant difference on training effects include age, monthly income, education attainment, vocation, leisure pattern, participating motives, training experience, and interpretation experience; 3.the training effect on reaction level has positively direct relationship with the learning level and behavior level with coefficient 0.38 and 0.30 respectively. In addition, the training effect on learning level has positively direct relationship with behavior level with coefficient 0.59.
