透過您的圖書館登入
IP:3.227.239.9
  • 學位論文

學校防災教育推動模式之比較研究:以臺灣臺中市與日本京都府中小學為例

A Comparative Study on the Promotion Model of School Disaster Risk Reduction Education: Taking Taichung Taiwan and Kyoto Japan as Examples

指導教授 : 劉一中

摘要


本研究之目的,是以學校為觀察對象,瞭解臺灣與日本在防災教育推動的背景、執行過程與相關社區群體間的互動與影響,從學校防災教育的推動所牽動的整體影響,理解整體社會的防災文化或意識是如何形塑,且呈現之樣貌為何?因此,藉由國家體系、教育推動與防災教育實作,透過臺中市與京都府國中小學校防災教育推動的個案分析,梳理由中央到學校間的防災教育推動模式,分析比較回饋彼此。透過質量化分析,兩國防災文化的定義,臺灣為「天佑臺灣」,而日本為「將受災地的經驗與教訓,共有與傳承」。研究發現,臺灣學校防災教育推動的模式是以中央為推動核心,藉由上對下規範的強制力,在相關群體防災教育推動的共識與基礎防災目標未形成的前題下,是否能達成全民防災意識提升的願景,以及學校能落實推動營運仍待觀察。相較臺灣,日本的學校在推動防災教育可依照國家、都道防府縣與市町村以及防災教育委員會的協助,落實防災做為安全教育的一環,而在政策分工明確與歷史脈絡的影響下,社區能與學校密切的連結。經過臺灣/日本的比較分析。本研究提出對臺灣防災教育推動的六項建議,分別為國家與地方政府應盡快確認防災教育推動的橫縱向連結、確認防災教育推動目標與主管機關提供綱領性教材、協助縣市輔導團自主運作模式、建立達成防災行動的學習目標、建立防災教育專業學習討論平台、投入與在地連結之災害經驗研究。對日本的建議則為學校端應回應政府單位規劃防災工作的落實,以及因應不同災害所需具備的更多防災觀念。

並列摘要


The purpose of this research is based on emergency measures of school. Compare Taiwan with Japan's background and the reactions and influences of communities of the education for disaster prevention. Due to the effects of disaster risk reduction education, we could realize the culture and awareness that set up from it. By the form of government, education and education practice, the author analyzes the elementary schools'cases of Taichung and Kyoto. Organize the education for disaster prevent patterns from governments to schools. The author made analysis and comparison and feedbacked both Taichung and Kyoto elementary schools. Through qualitative and quantitative researches, the author difined the culture of the disaster prevention: Taiwan is "God bless Taiwan." Japan is "Pass down the lessons and experiences of disasters." The study showed that Taiwan's school disaster risk reduction education is based on the central government. With the coercive force of the upper and lower norms, whether the consensus of the relevant groups' disaster risk reduction education and the basic disaster prevention objectives have not been formed, can people aware and prevent from disaster? It is also doubts that schools can inplement these disaster risk reduction education. Compared with Taiwan, Japanese schools can promote disaster risk reduction education in accordance with the assistance of the state, the prefectural prefectures, cities, towns and villages, and the Disaster Prevention Education Committee, and implement disaster prevention as a part of safety education. Under the influence of clear division of policies and historical context, the communities are close to schools. After comparing Taiwan with Japan, this study proposes six recommendations for Taiwan's disaster prevention education: The national and local governments should confirm the horizontal and vertical links promoted by disaster risk reduction education as soon as possible, confirm the goal of disaster risk reduction education and provide programmatic materials for the competent authorities. To assist the county and city counseling group's independent operation mode, establish learning objectives for disaster prevention actions, establish a learning and discussion platform for disaster prevention education, and invest in disaster experience research. The proposal for Japan is that schools should respond to the implementation of disaster prevention work by government units and more disaster prevention concepts needed to respond to different disasters.

參考文獻


1. Earl R.Babbie(2013)研究方法:基礎理論與技巧二版(蔡毓智等譯)。臺北市新加坡商聖智學習。(原著出版年:2010)。
2. Francis T. McAndrew(1995)。環境心理學(危芷芬譯),台北五南。(原著出版年:1993)。
3. Neuman, W. L(2000)。社會研究方法:質化與量化取向(朱柔若譯)。台北揚智。(原著出版年:1997)。
4. Panjit Kumar(2014)。研究方法步驟化學習指南(潘中道、捐龍騰、蘇文賢譯)。臺北:學富文化事業有限公司。(原著出版年:1999)
5. 王齡瑤(2011)。運用WebQuest進行防災教育教學之研究-以新北市某國小五年級學童為例。臺北市立教育大學歷史與地理學系碩士論文。臺北。

延伸閱讀