| 摘要: | 全球氣候變遷的影響之下，極端的致災型氣候有常態化的趨勢，面對災害所帶來的威脅，人們必須隨時做好準備，透過國小防災教育的實施，將正確的防災意識向下紮根，並隨著年級的提升，循序漸進的增加廣度及深度，再經由政府公部門的防災宣導教育，加深國民對於災害的認知與因應措施，將防災行為融入生活，進而發展出良好的災害應變能力。本研究目的便是在探討嘉義縣六腳鄉國小實施防災教育之成效，並就六腳鄉社會結構中的少子化及高齡化規劃適宜的防災教育實施方式做為研究方向。研究採質性訪談，先以相關文獻探討分析潛在問題，再進行訪談，而後將訪談內容製作成逐字稿，接著進行編碼、分析以及歸納整理。結果發現六腳鄉各國小在執行防災教育的模式基本一致，皆以教育部所頒定課綱為實施防災教育之依歸，惟普遍缺乏依在地需求或依災害風險調整、加強防災教育內容，而流於照本宣科；在規劃防災教育施教方式上，受訪者皆能同意以實際操作或體驗方式來學習防災，較能提高學生學習意願，所獲成效較佳；而公部門方面，在遴派防災宣導講師上無建立篩選門檻，防災宣導內容相對單調，較無法吸引學生參與，影響學習成效。
Under the influence of global climate change, extreme events and disasters tend to be more frequent. In the face of threats brought by disasters, people must be prepared. Through the disaster precaution education in elementary school, implant the correct cogitation of disaster prevention in students’ mind and gradually increase its breadth and depth with the rise of grades. Then, through the re-education of government departments, it will deepen the people's awareness of disasters and countermeasures in order to integrate disaster prevention behaviors into life, and develop good disasters response capabilities. This study adopts a qualitative research method, first discusses and analyzes potential problems with relevant literature, and then conducts interviews, and then makes the interview content into a verbatim manuscript, and then conducts coding, analysis, and induction. The results found that the mode of implementing disaster prevention education in Liujiao Township is basically the same, they are all based on the curriculum issued by the Ministry of Education to implement disaster prevention education, lacking of customize the lessons of managing the higher disaster risk in the local area .In terms of planning disaster prevention education and teaching methods, all respondents agreed that learning disaster prevention through practical operation or experience can improve students' willingness to learn and achieve better results; and in the government sector, There is no screening process for dispatching disaster prevention propaganda lecturers, and the content of disaster prevention propaganda is relatively monotonous, which will not attract students to participate and affect the learning effect. |
