100年至104年防災教育執行之影響因素研究

Research on the Implementation of Disaster Prevention Education during 2011-2015

李孟柔(Meng-Jou Li)

指導教授 ： 劉家男

國立暨南國際大學/科技學院/土木工程學系/碩士(2016年)

摘要

防救災教育為災害防救工作的重要基礎，我國於89年正式公布災害防救法，在第22條明定為減少災害發生或防止災害擴大，各級政府應依權責實施災害防救教育，至此防災教育的推動上有了明確的法源依據。教育部於92年起全面推動「防災科技教育人才培育先導型計畫」及「中小學防災教育深耕實驗計畫」，為防災教育推展之濫觴，96年起設立防災教育服務團，使各級學校透過防災教育服務團，建立相互觀摩之橋樑。本論文透過李文富的夥伴協作課程治理概念與其對中央-地方課程與教學輔導體系定位，將曾瑞星之全國防災教育政策推動與學習模型架構加入新建構面─「輔導團體」進行問卷設計，將專家學者們模擬變形蟲組織、透過階層分析法了解專家對於各構面及因子想法，以全國各級學校執行人員模擬科層組織、透過全國普查來推論各構面及因子權重。透過比較研究法及半結構訪談探討各因子之重要性發現：
(1). 在身分別上，專家學者著重在防災教育「給與受」的面向，執行人員則更為重視在「如何」以及「為何」執行的面向上，兩者之間存在系統性的差異。
(2). 年度別的差異有極大部分與該年度主要推動項目有關，104年度已呈現出政策執行典型型態的數值分佈。
(3). 各區在領導者的支持下，北區較重視在校園內行政主體的想法，中區則推動、標的與外部團體三者並重，南區則較為重視外部觀感。
(4). 輔導團體對於防災教育推動上的重要性扮演著關鍵性的輔導腳色，任意抽去輔導團體之任何一者將造成結構性的改變、非各地方單位所能立即適應。
(5). 全國各執行學校的組織體仍為組織學習理論中的科層組織而非變形蟲組織，透過7構面中已有4構面無顯著差異，推論逐步進入轉型，但未完全。

關鍵字

防災教育 ； 政策執行影響因素 ； 輔導團體 ； 組織學習理論 ； 夥伴協作

並列摘要

Education, the key basis of disaster precaution, the Disaster Prevention and Protection Act of Taiwan was enacted since 1990. “Education, training and propaganda of disaster prevention and protection” Education was set be a work items for disaster occurrence reduction or expansion prevention to various tiers of governments at Article 22. The Ministry of Education (MOE) started their job into The Execution of Disaster Reduction Education program and Primary and Secondary Schools of Technological Disaster Prevention Education since 2003, set the Service Corps for Disaster Prevention Education (SCDPE) up since 2007. The mission of SCDPE is to provide consultations for the experimental schools on “The Deep Plough Experiment and Development Project for Education of disaster Prevention Technology and Disaster prevention” through telephone, email, site instruction, and public awareness meetings. Additionally, the SCDPE assists the experimental schools to solve their encountered problems.
This thesis had combined the practice on the interaction between curriculum dissemination system and collaborative governance mechanism of Wen-Fu Lee, the policy implementation with regard to disaster precaution education of Tesng, Ruei-Shing. By Adding the rule of SCDPE, I try to improve the model integrity in questionnaire design stage, comparing the questionnaire outcome for the officers as the simulation of bureaucratic organization with the analytic hierarchy process (AHP.) Expert-opinion elicitation result as the simulation of the amoeba organization. The study found as following：
I. Comparing the experts attach importance to the nuance and the consequence, the officers value the execution skill.
II. Forward the stage, the implementation item value followed with the project phase.
III. All staff value the support of leadership, but the Northern officer thinks highly of the Sense of community. Central balance each part of agent, target, and external groups. South is more emphasis on external perception.
IV. The SCDPE is a key of disaster prevention education popularizing, it can’t be work without SCDPE in program.
V. In the view of organizational learning theory, the exective group is more bureaucratic than amoeba. Four of seven stage consent by the experts and staff.

並列關鍵字

Disaster Precaution Education ； Policy Implementation ； Comparison Study ； Disaster Prevention and Education Corps ； Organizational Learning Theory ； Collaborative Partnership

參考文獻

1. Goodlad, J. I. (1979). Curriculum Inquiry. The Study of Curriculum Practice.

2. Saaty, T. L. (1990). How to make a decision: the analytic hierarchy process. European journal of operational research, 48(1), 9-26.

3. Weisberg, H., Krosnick, J. A., & Bowen, B. D. (1996). An introduction to survey research, polling, and data analysis: Sage.

4. 王文科, & 王智弘. (2014). 教育研究法: 台灣五南圖書出版股份有限公司.

5. 朱似萼. (2007). 國民小學閱讀教育政策執行情形及其影響因素之研究—以桃園縣深耕書田追求卓越專案計畫為例. (碩士), 國立臺北教育大學, 台北市.