本研究以國民小學戶外教學達成教學目標之適宜性為研究主題，瞭解台南市消防局防災教育館資源是否達成教學目標、資源型態與體驗對達成教學目標之影響及教學目標對戶外教學適宜性，本研究發出324份問卷，有效問卷為226份，有效回收率為70﹪，所得研究結果如下： 1.防災教育館資源，分別以「消防常識介紹」、「水滅火器使用」及「地震屋體驗」最能達成認知、技能及情意領域教學目標。 2.教學目標之影響最大的因素為消防局防災教育館資源中的「高參與靜態活動」、「低參與靜態活動」及「行動體驗」。 3.情意領域最能影響防災教育館作為進行戶外教學場域的適當程度。 4.學生的安全問題是教師首要考量是否進行活動的因素。 本研究建議學校在戶外教學時，應事先妥善規劃所欲達成的教學目標，進而配置適當的教學資源與活動，以落實生活教育。 We would like to know that whether a study to the degree of achievements of primary school outdoor educational objects. Whether the types of resource and getting experience of the The Fire Bureau of Tainan City hazard mitigation education hall can reach objectives or not? How does objectives affect the suitability for Outdoor Education? This study is to send out 324 questionnaires.And 226 valid questionnaires are collected from the residends.The valid response rate of those questionnaires is 70%.The results are following: 1.Among the resources in the hazard mitigation education hall, it is ＂Introduction of fire-fighting common sense＂, ＂How to use water-extinguisher＂ and ＂Get experience of earthquake＂ that can reach theobjectives the most set by ＂Cognitive Domain＂ , ＂Psychomotor Domain＂ and ＂Affective Domain＂. 2.The more important factor of reaching educational objectives are ＂High participate motionless activity＂,＂Low participate motionless activity＂ and ＂act experience＂ which are among the resources in the hazard mitigation education hall. 3.Affective domain is the greatest part of equation considering the suitability that hazard mitigation education hall being used for outdoor education. 4.The safety problem of the students is the first thing that the teacher must consider if the activity should going on. From the study results, the researcher suggests the when it is time for outdoor education for school, it should formulate nicely about what the objects of teaching and then allocation adequately teaching resource and activity, practicable life education.
