高中與大學學生地震防災知識與態度現況調查

The status investigation of high school and university students’ knowledge and attitude of earthquake prevention

林佳賢

指導教授 ： 張俊彥

國立臺灣師範大學/理學院/地球科學系/碩士(2011年)

摘要

本研究以調查我國高中與大學學生的「地震防災知識與態度」，要找出影響學生地震防災知識與態度的因素為何、釐清過去相關研究所發現的學生在地震知識不足與防災態度之間的關係，及比較大學學生與高中學生在地震防災知識與態度上的差異、探討高中以上的地震防災教育成效，以延續防災教育的一貫性，使各學習階段的地震防災學習狀況有更完整的調查資料。以提供後續研究的基礎與推廣或修訂地震防災教育內容。

研究的取樣為在臺北市的高中一年級學生與大學的大學生為研究對象。高中效樣本為80人；大學學生有效樣本為110人，總有效樣本為190人。經過統計分析後的結果如下：

一、地震防災知識
1、學生的性別、家長的學歷、學生地震資訊來源數量不影響地震防災知
識。
2、高中學生在地震防災知識的表現顯著優於大學學生。

二、地震防災態度
1、高中與大學學生的地震防災態度皆趨於正向，兩者沒有顯著差異。
2、學生的性別、學生家長的學歷不影響高中與大學學生的地震防災態度。
3、大學生的地震資訊來源數量多者其地震防災態度也愈正向。
4、高中與大學學生認為地震防災有其重要性，但實際參與的意願及與他人
在此議題上的互動態度卻偏低。

三、地震防災知識與地震防災態度的相關性
1、大學學生的地震防災知識與地震防災態度呈現顯著的低度正相關，地震
防災知識表現愈好的學生其地震防災態度也愈正向。

四、結論與建議
1、學生在地震知識與防災態度上較缺乏的部分，可在教材與教法
上進行補強，使用學生所在的環境事物等情境配合教學。
2、各級學校可仿效日本或美國的學校每年固定實施1~2次的防震演習，並讓
全體學生參與，與建立起專責單位負責地震防救災與防震教育相關事
項。
3、須建立地震防災態度、知識與技能的完整量表，以利評估學生的防災能
力。

關鍵字

地震 ； 防災知識 ； 防災態度

並列摘要

The research is aimed at inspecting “the knowledge and attitude of earthquake prevention” of our high school and university students, in order to clarify the relation finding in the past research and find the reason for affecting students’ knowledge and attitude of earthquake prevention. Besides, it also compares the two kinds of students’ knowledge and attitude of earthquake prevention and investigates the education effect of earthquake prevention in high school and above. It will last the consistency of education on disaster prevention, so that the situation in every learning phase can get more complete information.

Provide the basics and promotions for the research afterwards or can revise the education contents of earthquake prevention.

The subjects were chosen Taipei Municipal Song Shan Senior High School first grade students and National Taiwan Normal University students. The high school students sampled 80 people and the effective samples were 80 people; the university students sampled 110 people and the effective samples were 110 people. Total samples were 190 people. After statistical analysis , the results are as follows：

1.The knowledge of earthquake prevention
(1)Students’ sex, parents’ educational background, and
the source amounts of earthquake information do not
affect their knowledge of earthquake prevention.
(2)On this item, high school students’ representation
(average grades: 79) are better than university
students (average grades: 72) obviously.
2.The attitude of earthquake prevention
(1)High school and university students’ attitude of
earthquake prevention tend to positive. (High school
students’ average grades :3.55;university students’
average grades:3.58) Both do not have significant
differences.
(2)Students’ sex and parents’ educational background do
not affect their attitude of earthquake prevention.
(3)The source amounts of earthquake information affect
university students’ attitude of earthquake
prevention. The more information they get, the more
positive their attitude of prevention tend to. On the
contrary, high school students do not appear this
situation. They get more information than university
students, but both of them lack interaction with others
on earthquake issue.
(4)High school and university students all consider that
earthquake prevention has its importance, but in
reality their attending desire and attitude that
interact with others on this issue are lower.
3.The relation between the knowledge and attitude of
earthquake prevention
(1)University students’ knowledge and attitude of
earthquake prevention are the positive correlation of
low degree. The students who show better on the
knowledge of earthquake prevention and their attitude
of it are more positive. The other way around, high
school students do not appear this situation.
4.Conclusion and suggestion
(1)We can improve students’ knowledge and attitude of
earthquake prevention on teaching materials and
teaching method, using their living environment
coordinate the instruction.
(2)Schools at all levels can imitate Japan and America
school to carry out drills one to two times every year
steady and have all students participate in. On the
other hand, we can establish the specific unit to take
responsibility for the relation events of earthquake
prevention and education.
(3)We need to set up complete scales about attitude,
knowledge, and skill of earthquake prevention so as to
estimate students’ ability of disaster prevention.

並列關鍵字

earthquake ； knowledge of prevention ； attitude of prevention

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