Purpose

Experience learning has become a trend in educational activities in Taiwan. All colleges and universities offer experiential learning in for-credit courses, and have applied it in educational practice and academics. This study is an exploration of experiential education. Enhancing students’ character through experience is a mode in which educational organizations are operating. The sharing of game teaching plans is an inspiration for students' character education. Because experiential learning provides a positive teaching strategy, learners canreflect on life and the environment through the personal experience,learn the educational training methods accumulated by knowledge, and improve their ability.

The learners understanding and emotions gained from personalexperience and reflection, because the life experience is transformedafter the reflection of the learning process, providing the re-use of knowledge, forming a life experience, and re-reflecting the transformation of the learning process, and improving the level of knowledge application. And once again form a life experience for learners.

Effective teaching should encourage learners to reflect experienceand build a learning environment. College graduates are about to enter the workplace. Therefore, it is necessary to cultivate this group of future leaders. How to give students have the conviction to face the changes in the future environment is the core concept of this research.

This study will focus on the construction of a character belief index in vocational education. Through experiential education for teaching method, teachers cultivate the research tools of the character belief index that the college students can take, and clarify the connotationand type of its indicators. Further clarify and understand theconnotation and type of indicators for the main purpose of this study.

Design/methodology/approach

This study first reviews the literature. The purpose of this study is to construct experiential education to train students to take the character conviction scale. This study mainly refer to the basic literacy test for college students, the life effectiveness questionnaire (LEQ), and the development of moral education for the Ministry of Education the six pillars of character. The index scale was compiled by literature review and was constructed by in-depth interviews, expert and scholar questionnaires recommendations, and pretest, formal questionnaire surveys.

Findings/results

Six indicators of character belief capacity are proposed in this research:

(1) Active assistance, task leadership, communication and cooperation, self-management, achievement motivation, self- belief. In the active help indicator is to help those in need;

(2) The task leader indicator is to effectively organize a team to give appropriate tasks;

(3) Communication and cooperation is capable of effective social interaction;

(4) Self-management includes self-time and perceived emotional management;

(5) Achievement motivation is the degree to which an individual is driven to achieve excellence;

(6) Self-belief refers to beliefs about one's abilities and how these abilities contribute to individual success.

In addition to the three questions of achievement motivationand self-belief, the six major indicators of character belief have fivequestions and 26 questions.

Originality/value

This study constructs six indicators of character belief that Taiwan colleges and universities can take in the promotion of experiential education courses. It’s a tool developed under the social situation in Taiwan. This research uses the evaluation of the effectiveness of experiential learning courses, and can also be used as indicators for the follow-up development of experience education related curriculum lesson plans. This study refer to these elements to design experience scenarios for course activities. It is more effective to use the experience education method to cultivate the character belief in junior college students. In the end, it can be used for a lifetime.