The national park is taken up by the textbook of “The Hometown Education” of the elementary schools, and “The Recognition Taiwan” of the junior high schools in Taipei. The geographical feature about the Yangmingshan National Park located in Taipei, geology, animals and plants, etc. are explained to the textbook of the elementary school in detail. The role of the protection of nature in a national park and the special feature of each park are indicated by the textbook of the junior high school. The national park currently treated with these textbooks was united with expansion of the sphere of life of a child and a student from the elementary school to the junior high school, and is expanded from the Yangmingshan National Park in the textbooks of the elementary school to the all National Parks in the textbook of the junior high school. Moreover, it is original in addition to the auxiliary teaching materials which The Ministry of Education of The Executive Yuan of the Republic of China in Taiwan examined, and the school which is creating teaching materials also exists. Only the school in the area near the Nation Park took in the National Park in teaching materials. Various things are exhibited through the Internet and the teaching materials about a national park are expected as auxiliary teaching materials about the national park for elementary and junior high schools.

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Political and research trends after the Second World War in terms of forest outdoor education were first investigated by reviewing Japanese political reports and research articles. As a result, we found that there have been few discussions, especially in forest planning, on providing outdoor educational opportunities. Also, it is clarified that one of the most urgent matters in Japan is to develop a geographical analysis method for forest management in terms of outdoor education. Therefore a case study to develop such a method was conducted in Ushiku City, Ibaraki Prefecture, Japan. In this study, (1) all facilities which require forests as venues for outdoor educational activities and (2) all forests which can be used for outdoor educational activities in Ushiku City were identified. Then, the geographical distribution patterns of the facilities and the forests were analyzed by the ‘Five-kilometer by Five-kilometer Filtering Method’, which is one of the grid analyzing methods based on the Japanese standard third-grid unit, which is almost the same as onekilometer by one-kilometer grid unit. This method provides information on the geographical supply demand relationship between the facilities and the forests. And we concluded that the method developed in this study is useful for forest planners to make an efficient forest distribution plan for outdoor educational activities.

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The purpose of this study is to clarify the differences of social skills development due to the camper's characteristics such as their sex, grades, past camp experience and the differences of social skills that they acquired before the camp. Furthermore, the validity of the Pre-Post model that make the first day of a camp the starting point to measure social skills development is examined. The measurement of social skills was conducted to the 36 campers (32 analysis candidates) at the two weeks before, the first day, the 10th, the final day of the camp and one month after the camp by using social skills measure developed by Shoji (1994). The campers were composed of elementary school (grade 5 and 6) and junior high school children.
Main findings were as follows; 1) Positive and assertive skills influences modification process of social skills. 2) The junior high school student, campers who have past camp experience and camper who had low social skills score showed distinguished increase between before and after the camp. 3) The score of social skills of the elementary school children and the campers who didn't have a past camp experience showed distinguished decrease from two weeks before the camp to the first day of the camp. 4) It is possible that increase social skills from the first day of the camp are recovery process of decrease social skills. From these results, it became clear that the differences of social skills development due to the camper's characteristics in a long period of camp.

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Last time, I reported on the effects of people's living environment on swimming, YUUEI, and the kinds of drowning accidents there.
This time a further survey was made as to the students and their families in 39 elementary junior high, and senior high schools in Hokkaido and 6 other prefectures on the five subjects; the location or environment, where the swimming skills acquired, the swimming skills acquired, the swimming ability acquired, the playing in the water, and the experiences of drowning accidents. The answers on YUUEI and on the experiences of drowning accidents from 1703 respondents of age 6 to 15 (dated January, 2000) are discussed and reported as follows:
1. It is suggested that the swimming skills are acquired by the age of about 9 in the swimming pools with the guidance by their teachers or swimming instructors, according to some educational programs.
2. As for the swimming skills, the acquisition rate of the swimming skills such as the crawl and the breast stroke that are suitable for swimming pools is high, but the acquisition rate of the playing in the water, the skills essential for swimming, is low and the that of long distance and long hour swimming is also low.
3. As for the favorite swimming places, swimming pools are indicated as the places of easy access to enjoy swimming and playing in the water. The sea and rivers are also considered as other accessible swimming places for playing in the water.
4. As for the drowning accidents, the accidents happen predominantly by the age 9, and characteristically at the same period when swimming skills are acquired. As for the places for the drowning accidents, the same tendency of characteristics is shown in the fact that the high rate of the drowning accidents is indicated at swimming pools and baths where swimming skills are acquired. In connection with living environment, the sea, rivers, lakes, ponds, and swamps also show the high rate of drowning accidents.

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The purpose of this study was to examine the change of IKIRU CHIKARA (Zest for living) of early adolescents who participated in long-term camping. The effects of camp programs and camp conditions (living, weather) were examined. The subjects were 1279 early adolescents (ages 9 to 15 years) who participated in 67 long-term campings, and 67 directors who administrated or supervised long-term camping. The IKIRU CHIKARA inventory (IKR inventory) by Tachibana (2001) was administered in pre (before camp) and post (after camp) design for early adolescents. IKR inventory were constituted by 14 sub-scales that have 5 items, and 3 ability-scales were measured by the 14 sub-scales. And the directors were asked as related to living condition and camp program of each camps after camping.
The major findings were as follows:
1) 14 sub-scales and 3 ability-scales of IKIRU CHIKARA of early adolescents who participated in long term camping showed significant change (p<.001) between pre and post test. Therefore the long-term camping effected a change of IKIRU CHIKARA.
2) The psychological and social ability showed more change than moral ability (p<.01).
3) The rustic condition of living and bad weather effected a change of IKIRU CHIKARA.
4) The challenging camp program effected a change of IKIRU CHIKARA. The result suggested that long-term camping with appropriate stress for early adolescents effected a change of IKIRU CHIKARA.

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