我國自1994年起陸續推動各項社區營造政策，以增進居民對住地的情感及參與地方事務的意識。基於歷史因素，軍校與在地社區都有極深的文化聯繫，但軍事教育往往著重在軍事人格的養成，對於地方感教育極為忽視，因此軍事學校學生對於駐地歷史與文化全然陌生，更遑論「社區關係」的建立與維持。基於「每位成員都是推展社區關係最理想的親善大使」理念，本研究目的在探討以地方本位教育理論融入戶外教育的模式於「社區總體營造概論」之通識課程，提升軍校學生地方感效益。本研究以便利取樣選取南部某軍事院校18位學生為研究對象，以信效度良好的「地方情感量表」收集軍校學生對於地方情感的感受，並蒐集教師省思札記、教學助理課室記錄及學生訪談紀錄等質性資料。本研究以成對樣本t檢定進行量化分析，以歸納內容主題進行質性分析；在教學過程亦透過教學觀察與反思，發現與解決教學問題。本研究發現以地方本位教育理論融入戶外教育的模式，有助提升軍校學生地方感及教學者課程設計與問題解決能力。本研究提供資訊作為大學院校結合在地本位教育與戶外教育，提升學生對於所處社區的地方感課程與教學之參考。

Since 1994, Taiwan has successively promoted various community building policies, which are community building approaches to require people, groups and organizations to work together to build connections and confidence. This strategy can be shared on identities and aspirations to build a sense of responsibility for community. By the shared identities and aspirations, this way can enhance residents' feelings towards their place of residence and their awareness of participating in local affairs. Based on historical factors, military academies have deeply tied with local communities, such as the Military Academy in Fengshan, the Naval Academy in Zuoying, and the Air Force Academy in Gangshan; however, military education often focuses on the personality of the students. The military schools cultivate on the students' personality development, but ignore the sense of local education. Because the local education is extremely neglected, the military school students are completely unfamiliar with the history and culture of the resident. This situation makes the military students unfamiliar with the history and culture of the residence completely, not to mention the establishment and maintenance of ＂community relations＂, which is an essential function of any successful business, organizations or institutions or schools to establish and maintain a mutually beneficial relationship with the communities. ＂Every member is a goodwill ambassador.＂ Based on the concept, a goodwill ambassador is the person who is a part of governments, institutions and countries. The goodwill ambassador is the bridge to connect good relationship between schools and the local communities. The goodwill ambassador should ideally promote community relations. Therefore, the relationship between the troops and the resident community must be implemented in a planned and continuous execution, rather than temporary intentions, such as helping the local residents temporary to open disaster relief camps because of natural disaster, etc., in fact, it will increase mutual grievances. After all, the troops are not mostly from the communities where they are stationed. Therefore, the purpose of this research is to explore the local education theory and integrate the local education theory into the outdoor education in the course of ＂Introduction to Overall Community Construction＂, and to enhance the sense of the local education among military school students. 

In this study, 18 students from a military academy in the south were selected as the research objects. The action research lasted for 4 months. Besides that, further collected from teacher thought notes, teaching assistant classroom records and students Qualitative information such as interview records were used as well. This study cross-examines the effectiveness of learning through multiple facts. The ＂Local Emotion Scale＂ with good reliability is applied to collect military school students' feelings about local emotions, and collect qualitative data such as teacher reflection notes, teaching assistant classroom records, and student interview records. In this study, paired sample t-tests were used for quantitative analysis, and content topics were summarized for qualitative analysis. Moreover, researchers continued to discover and solve teaching problems through teaching observation and reflection in the teaching process to enhance students' sense of place. Through the teaching observation and communication with the students, it is the best way to solve any problems that the students or the teachers have. It is important for the military students to develop ＂problem-solving＂ abilities. The study found that the integration of local-based education theory into outdoor education could help improve students' sense of place, the researchers' curriculum design and problem-solving abilities. The findings of this study can be provided for military academies and colleges to think about how to integrate place-based education and outdoor education in order to enhance the teaching design with students' sens of place in the community where the school is located. Outdoor education closely was linked to the cultural context of the region that could deepen national consciousness in students' hearts and helped reposition the relationship between the roles of military academies and military personnel. Although military school students have limited time for autonomy, as long as they are given a stage and give them a sense of mission and meaning, students can also enthusiastically devote themselves to community work. The community work can strengthen the relationship between the military students and local communities at anytime and anywhere. This is a good way to develop a good relations between military schools and the communities in solving problems. Therefore, as Knapp(2005) proposed ＂problem-solving ability＂, military schools can try to use the teaching method of ＂problem-solving ability＂ to integrate various topics of local life into the curriculum, and make the curriculum closer to students' daily life, and serve as energy for subsequent participation in public affairs. This study provides information as a reference for universities and colleges to combine local education and outdoor education to enhance students' sense of local education in the local education courses as well as for the teachers to teach the courses in their communities. 

Finally, based on the results of this research, the following suggestions are made for the teaching scene: (1) Outdoor teaching is necessary, but it is not for students to study individually or as a physical and mental adjustment. This outdoor teaching aims to work together as a big team and as a big family. The provision of knowledge before class, the maintenance of order in class, feedback and exchanges after class are indispensable; (2) Outdoor education fields can be cut in from food, clothing, housing, transportation, religious beliefs and entertainment activities, etc., to get closer to the local culture. The outdoor education can not be only in the textbook, more importantly, it should be fit into any category in the community such as local food, etc; (3) The students and teachers can exchange the experience and share mechanism after outdoor education classes to expand the learning. Through the sharing between the students and the teachers, both of the parties can learn each other and solve any problems to each other; (4) Teachers are not only a bridge between students and the community, teachers should maintain a good relationship with the community. It is recommended to use ＂service learning＂ as a way to achieve equality and mutual benefit to start of the partnership; (5) The people who know the community best are often locals who were born and grew up in the local community. It is recommended that local associations be invited to participate in curriculum design to meet the purpose of local-based education. This way both of the parties can learn and exchange various cultures in order to gain a variety of ideas and innovations; (6) Like living in Truman World, it is not difficult to imagine that school leaders are faced the pressure to present a good education performance to the top management in schools. The study hopes the teaching activities can be carried out in the classroom, but as long as teachers are willing to spend more time trying and communicating, the school can also provide administrative support. This study believes outdoor Education is no longer an impossible way to do. The top management of school is willing to collaborate with the teachers to meet the students' needs; (7) On the basis of the ＂Introduction to Overall Community Construction＂, the schools can develop and enrich the connotation of the school-based curriculum as the center with the local background. The study hopes to combine formal education and local community culture for the students to understand and to expand the experiences in the both parties.

地方感; 在地本位教育; 戶外教育; 軍事院校

sense of place; place-based education; outdoor education; military academy