本研究旨在設計適用於身心障礙大專生的體驗教育課程並進行行動研究，探討課程實施歷程及其對參與者自我效能與人際互動能力的影響。課程以「人際互動」和「自我效能」兩大面向為主軸，由研究者帶領各項團隊合作活動，引導參與者練習反思並累積正向互動經驗。綜合分析各項研究資料後發現：一、身心障礙大專生與一般生在參與體驗教育課程後，皆表示能經由體驗學習圈的循環歷程，將所學應用於生活中，獲得正向的學習經驗。二、參與課程後，參與者在人際互動能力和自我效能上均有正向改善，不僅越來越願意表達個人需求與想法，也能更好地調整情緒及溝通技巧，並在活動中發展自信心與問題解決策略。三、透過行動研究與體驗學習圈的循環，研究者的教學專業知能持續成長，並深化了對身心障礙大專生困境的理解。根據上述結果，提供課程設計及未來研究建議作為實務參考。

The purpose of this study was to design a series of experiential education courses for college students with disabilities and conduct action research. The courses were focused on two main topics: "interpersonal interaction" and "self-awareness and breakthrough". The researchers guided the participants to examine their self-efficacy, practice teamwork, and go through process of experiential learning cycle. Through the experiential learning cycle, participants were able to improve the performance of "Learning Transfer" on learned experiences or concepts. After analyzing the research data, the findings were as follows: 1. After participating in the experiential education courses, both college students with and without disabilities indicated that they were able to obtain positive interactive experiences and benefits of different levels and aspects. 2. The experiential education courses have improved the performance of participants on interpersonal interaction and self-efficacy. Participants became more willing to express their personal needs and opinions and were better at adjusting their emotions. Moreover, through activities in different situations, they were able to develop confidence and problem-solving strategies. 3. Through the cyclical process of action research and experiential learning, the researcher’s professional teaching knowledge continues to grow, deepening the understanding of the challenges faced by college students with disabilities. Based on these results, practical recommendations for curriculum design and future research are provided.

體驗教育;身心障礙大專生;自我效能;人際互動能力;行動研究

experiential education; college students with disabilities; self-efficacy; interpersonal competence; action research