本研究在探討新竹市一所因戶外教育課程而榮獲教育部教學卓越金質獎的學校—太陽國中，其發展與實施戶外教育校訂課程之歷程、困境與解決策略。並分析該課程對教師專業發展與學生學習成效之影響。研究緣起於學校面對校園問題時，教師將學生帶入自然，意外發現學生展現出更具合作性與內在動機的學習行為，進而促成戶外教育課程的發展。
本研究採用個案研究法，透過訪談教師兼任行政教師、課程教師、導師及學生，並輔以相關文件資料進行分析。研究發現太陽國中以「法拉第探索課程」為核心，逐步建構出涵蓋七至九年級的戶外教育課程，融合服務學習與跨領域學習的精神，並強調「拿筆、拿筷子、拿麥克風」三項核心素養，由上而下推行戶外校訂課程理念。
課程發展歷程中亦遭遇諸多挑戰，包括師資與人力斷層、風險應變壓力、課程設計與轉型困境、學生參與動機不足與行政資源限制等。為克服上述困境，學校採取多項策略，如建立家長後援與學生幹部制度，提升教師心理韌性與課程應變能力，引入新進教師活化課程設計，並透過導師推動與時程調整，增強學生參與意願。
本研究中戶外教育課程對教師而言有助於提升專業成長、跨域整合力與反思能力；對學生則可增進領導力、生活自理能力、心理韌性與團隊合作精神。太陽國中之戶外教育課程展現學校本位課程發展的實踐力與創新性，並成為回應十二年國教素養導向教學的重要典範。
本研究依據研究結論，提出相關建議，提供教育實務現場、教育行政單位以及未來相關研究之參考。

This study explores the development and implementation of an outdoor education school-based curriculum at Sun Junior High School, a public school in Hsinchu, Taiwan, recognized with the Ministry of Education's Teaching Excellence Gold Award. Originally launched to address student disengagement and behavioral issues, the curriculum evolved into a structured and award-winning program known as the “Faraday Exploration Curriculum.” Emphasizing service learning and interdisciplinary learning, it integrates interdisciplinary themes across grades 7 to 9 and fosters three core competencies: reflective writing, self-care and environmental awareness, and communication and leadership.
Using a qualitative case study approach, the study drew on interviews with administrators, teachers, and students, as well as document analysis. Findings indicate that although the curriculum faced challenges—such as staffing shortages, safety concerns, declining student participation, and limited administrative support—the school addressed these issues through collaborative strategies. These included establishing a parent support system, student leadership training, recruiting new teachers to revitalize curriculum design, and enhancing teacher resilience and cross-disciplinary teaching capacity.
The study concludes that the outdoor education curriculum not only enhanced teacher professional development and pedagogical innovation but also promoted students’ leadership, resilience, and real-life competencies. This experience offers valuable insights for schools seeking to develop competency-based and context-responsive curriculum models aligned with Taiwan’s 12-Year Basic Education policy.
Based on the study findings, this study offers recommendations for educational practice, educational administration, and future related research.