探索教育（Adventure Education, AE）活動，是一套盛行於歐、美等國的體驗教育活動。此套課程主要用來培養青少年刻苦自勵精神、促進創造力、增進人際關係與團隊信任、培養自信心與自我成長。探索教育所秉持的理念及方法，例如：以學習者為中心、培養帶著走的能力…等理念，非常適合現今教育改革的推動方向，同時又是操作性極高的一套活動方式，如果課程的操作可以從課程目標的釐清與設定開始，並且挑選適當的內容，然後著重在過程的引導及反思，最後再以評估程序做為課程效益的評價和課程修正時的依據，不只是著重在活動帶領的樂趣及評估課程反應及滿意度而已，是以，整理出一套完整的課程目標及內容，應是當前刻不容緩的課題，也是本研究的目的。
現今國內研究探索教育之方向，多是直接測量參加者反應的研究居多，少有人針對課程發展中的課程目標及內容著手研究。因此，以本國學者專家之意見，共同整理出適合現今教師所需要的課程內容，有急切的需要，如果沒有一系列正確的課程目標及相關課程內容，無法確保課程品質及產出。
本研究透過相關文獻探討整理出探索教育在國內外課程發展之經驗，找出探索教育課程之目標和內容。採用德懷術（Delphi Technique）問卷調查法，邀請學者專家組成德懷術小組，針對探索教育的課程目標與內容，進行問卷調查，獲得德懷術小組成員一致的意見。本文主要研究結果如下：
一、國內「探索教育課程目標」包含：表達與溝通、傾聽、自我察覺、品格發展、破除人際藩籬、同理心、情緒掌握、衝突管理、解決問題的技巧、建構解決問題的共同模式、個人決策、團隊決策、領導、互助與合作、信任建立、群我意識建構、潛能開發、建立個人的願景及使命、尊重大自然。
二、國內「探索教育課程內容」包含：溝通活動、目標設立活動、熱身活動、自我察覺活動、信任活動、問題面對與解決活動、延伸活動、繩索場地的低空挑戰活動、高空繩索挑戰活動、戶外冒險活動。

Adventure education is a set of experiential education activities which are popular in Europe, the United States and other countries. The curriculum for adventure education courses is designed to nurture youth spirit of self motivation, to promote creativity, to enhance social skill and team trust, to build self confidence and encourage personal growth. The concept and the method in which learner oriented adventure education is acting on, for example, to nurture self ability and so on, is very suitable for the direction of the current education revolution and is a set of activity patterns with high operability. Course operation starts from the clarification and setting of the course objectives, and choosing appropriate content. After the content is delivered the course focuses on the debriefing and reflection of the process. Finally, the course staff evaluates the program to assess its benefits in order to establish a foundation for the next course. Adventure education therefore not only emphasizes the inherent fun of leading a course, and the evaluation and satisfaction of the participants, it also emphasizes the urgency of course objectives and content which is the focus of this study.
Currently in Taiwan research in adventure education is mostly focusing on participants’ responses to their course experience and not on the objectives and content in the curriculum development process. Therefore, compiling a complete set of objectives and content for adventure education should be our main subject. Futhermore, based on the comments of domestic scholars and experts, jointly compiling suitable curriculum to satisfy teachers’ needs deserves higher priority. If there is no adequate series of targets for curriculum objectives and the related curriculum content, there is no way to ensure curriculum quality and output.
The purpose of this study was to review the domestic and international adventure education resources in order to discover the objectives and content within the curriculum development process. It also included a questionnaire distributed to a Delphi Technique group made up of scholars and experts in the adventure education field in order to come up with a single group opinion about objectives and content.
The results are summarized as the following:
1. The domestic Adventure Education curriculum objectives are expressing and communicating, listening, self awareness, character development, breaking people barrier, empathy, emotion control, conflict management, problem solving technique, building common mode of problem solving, personal decision making, teamdecisionmaking,leadership, cooperation, trust building, and group-individual concept, potential exploitation, building up the self vision and mission, and respecting nature.
2. The Adventure Education curriculum content includes communication activitits, goal setting activitits, warm-up activitits, self awareness activitits, trust activitits, initiative problems activitits, variations activitits, low elements challenging activitits, high elements challenging activitits, and outdoor adventure activitits.

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