In general the purpose of this study was to investigate the learning effects of adventure education for teaching personal and social responsibility with Action Research method on rope sport training program among secondary school students. The Action Research included three stages of training from which to explore the history of the implementation and its reflection and adjustment, the performance of the personal and social responsibility level of the participants, and the reflection and growth of the researcher. The participants included 16 secondary students came from two public secondary schools who volunteered to participate in this study. All the data was collected by the video deficiency surveillance, researcher journals, student performance records, formal and informal interviews records, dialogue with significant others, and the material of the rope sport training program. The results were as following: 1.The research showed that this was a feasible co-curriculum activity program option which enhanced rope skill and morality. 2. In generally personal and social responsibility of all the participants had been improved in different levels. The results also showed the deficiency in the ability of self-direction and leadership of the participants. 3. The researcher had a professional development of youth work after finishing this study. The researcher had learned more about the details of designing curriculum program in the theory of TPSR and adventure education and the teaching skill of rope sport had been enhanced too.

本研究旨在以行動研究的方法，運用冒險教育 (Adventure Education ) 的手法， 實施以繩索運動為主題的餘暇活動課程，結合 Hellison, D.所提倡的個人與社會責任 模式 (TPSR) 進行三個不同階段的行動方案，再藉由行動方案的實踐、反思、調整， 探討教學方法的實施、了解行動方案實施的歷程、探討過程中參加者對 TPSR 責任 層級的表現情形，以及研究者的反思與成長。 研究參與者為澳門某兩中學的 16 名學生，進行三階段的行動方案，並以繩索 技術冒險教育課程、教學過程錄影、研究者教學日誌、學生學習資料紀錄、正式訪 談及非正式訪談、重要他人觀察問卷紀錄、作為資料蒐集方式。 研究結果發現：一、研究方案是一套可行的，有實質技能提升及具品德成長價 值的體育類餘暇活動課程。二、整體來說參加者的 TPSR 責任層級表現有不同程度 的提升，但自我向導及領導力有待加強。三、研究者本人藉由本次的研究，對冒險 教育、TPSR 模式的課程設計與實施，以及利用繩索技術作為教學工具，幫助青年 成長和生命轉化有了更進一步的提升。