水資源的利用,對人類農牧漁業、經濟發展、能源獲得、生活健康以及生態環境的穩定等,均有巨大的影響與關連性。而國民小學為培育知識的啟蒙地,同時,扮演知識領航者的角色。因此,落實國民小學水資源教育,將愛護水資源的理念與信念深植民心,進而將愛護水資源化為行為,才能達到水資源的永續經營。 本研究以國民小學輔導團成員、行政人員、教師與專家學者為對象,運用層級分析法 (Analytic Hierarchy Process, AHP) 建立落實國民小學水資源教育之有效準則,目的在探討落實國民小學水資源教育時,學校和教師期望獲得的協助。 研究結果顯示:就整體樣本而言,「政府政策的落實」的權重值最高(0.342),其次為「學校配合與推廣」(0.219)、「推動學生環境行動」(0.159)、「落實課程規畫」(0.144),最後為「配合社會推廣」(0.137)。另外,各評估要素準則優先權重前三名為「主管機關的重視」與「補助推廣水資源教育活動」和「補助換裝省水器材」。因此,完善的政府政策能落實國民小學水資源教育之推廣與施行。
The use of water resource closely relate to agriculture, animal husbandry, fishery, development of economy, acquirement of energy, life health and ecological balance. The education of elementary school is the enlightenment of knowledge. Meanwhile, it plays the important role of knowledge navigator. Thus, in order to sustainable use of water resource, it is important to implement the water resource protection education in elementary school, and then keeping in mind of the belief of water resource protection, the idea will turn into the actions. The target group of this study is the tutors, administration staffs, teachers and specialists and scholars in elementary school. We used the Analytic Hierarchy Process (AHP) to build the efficient protocol of water resource education in elementary school. The aim of this study is discussion about the expectation of teacher and school. The result shows that the weigh value of ”the implementation of government policies” is the highest(0.342), the second highest is “the coordinate and promotion”(0.219), and then “promote student to environmental action”(0.159), “implementing programs plan”(0.144), the lowest is “with the society promotion”(0.137). Otherwise, priority for each evaluating protocols, the first three items are “the attention of authority”, ”subsidies to promote educational activities of water resources ” and ”granting the facelift of water-saving equipment”. The conclusion show that the proper government policies promoting the implementation of water resource protection in elementary school education.