校園綠色音環境介入計畫對國小學童音環境行為及相關因素影響之研究-以北部某國小為例

戴若蕾

指導教授 ： 董貞吟

國立臺灣師範大學/教育學院/衛生教育學系/碩士(2004年)

摘要

無資料

關鍵字

音環境 ； 環境行為

並列摘要

This study develops a School Sound Environmental Intervention Program on fifth-grade elementary school children. The purpose of this study is to examine and compare the effects of the program on school sound environment awareness, attitude, demand, and behavior for three different groups of children: children with both in-class intervention curriculum and school-wide development, children with only school-wide development, and children with no treatment intervention.
This study employs a nonequivalent-groups design (NEGD), a type of quasi-experimental design. Treatment group A received both in-class intervention curriculum and school-wide development. Treatment group B received school-wide development only. The control group received no treatment. A questionnaire survey was completed on each child before the in-class intervention curriculum, after the in-class intervention curriculum, and after the school-wide development. Descriptive statistics and one-way ANCOVA are used as the empirical strategies in this study, and the main findings are as follows:

1. The in-class intervention curriculum has significant and immediate effect on promoting school sound environment awareness, attitude, demand, and behavior.
2. The school-wide development can significantly increase overall awareness, awareness sensibility, overall attitude, value and importance, fondness, positive belief, and sound environment demand, but has no effect on sound environment behavior.
3. With both in-class intervention curriculum and school-wide development, children’s awareness, attitude, demand are significantly increased except their demand for teaching activities.
4. With both in-class intervention curriculum and school-wide development, children in treatment group A have better performance in reducing unpleasing sounds than control group children, but not significantly different form children in treatment group B.
5. Among the intervention strategies on sound environment facilities, changing the bell ring is easy to alert the children, but also meaningful in education. Besides, the stage show in the sound environment activities is also alert, satisfied, as well as meaningful in education.

Based on these results, this study provides suggestions on three different types of intervention strategies (in-class intervention curriculum, school-wide development, in-class intervention curriculum and school-wide development) for future sound environment education.