國小推動綠建築之層級決策分析

Analytic hierarchy process for implementing green building in elementary school

齊家星(Chia-Hsing Chi)

指導教授 ： 白子易

朝陽科技大學/理工學院/環境工程與管理系在職專班/碩士(2011年)

摘要

本研究主要應用層級分析 (Analytic Hierarchy Process, AHP) 理論，進行專家學者、國小校長、學校行政人員及教育主管機關等專家對國小推動綠建築準則之重要性評估，整理分析找出一致性之共同觀點，綜合整理而獲得研究結果，以作為政府在國小推動綠建築時之參考，本研究分析之結果如下：
一、評估要素層，整體專家認為最重要的要素依序為：「校園環境品質的提升」(0.358)、「相關概念的整合」(0.274)、「經營策略的運用」(0.185)、「行政部門的推廣」(0.183)。
二、在「行政部門的推廣」下要素準則層，整體專家認為最重要的準則依序為：「教育主管機關的支持與推動」(0.416)、「健全綠建築之政策法令」 (0.240)、「推動綠建築政策普及各級學校」(0.198)、「加強推動綠建築行政機制建構」(0.146)。
三、在「經營策略的應用」下要素準則層，整體專家認為最重要的準則依序為：「學校經營者充實綠建築相關知識」(0.272)、「辦理相關研習及宣導」(0.264)、「加強教育推廣」(0.263)、「校園綠建築設計績效制度與獎勵措施」(0.201)。
四、在「校園環境品質的提升」下要素準則層，整體專家認為最重要的準則依序為：「加強校園節能減碳」(0.314)、「維持校園室內環境之健康與舒適」(0.251)、「維護校園環境之生物多樣性」(0.228)、「強化校園水資源之利用與管理」(0.207)。
五、在「相關概念的整合」下要素準則層，整體專家認為最重要的準則依序為：「校長的支持與推動」(0.335)、「推動學校群體認同綠建築」(0.297)、「塑造具教育性、生態性及永續發展前景之校園環境」(0.240)、「綠建築之建構納入綠色採購」(0.128)。
六、要素準則整體權重前5項準則依序為「加強校園節能減碳」(0.113)、「校長的支持與推動」(0.091)、「維持校園室內環境之健康與舒適」(0.089)、「推動學校群體認同綠建築」(0.082)、「維護校園環境之生物多樣性」(0.082)。

關鍵字

層級分析 ； 綠建築 ； 國小

並列摘要

This study applied analytical hierarchy process theory to evaluate the importance of criteria suggested by experts and scholars, elementary school principals, school administrators, and experts in educational authorities on the promotion of green buildings by elementary schools. It organized and analyzed the consistent common viewpoints, and compositely compiled the research results. The findings can serve as a reference for the government in the promotion of green buildings by elementary schools, and the results of analysis in this study are as follows:
1. After evaluating the factor hierarchies, the experts suggested that the most important factors are in the order as follows: “elevation of campus environmental quality” (0.358), “integration of related concepts” (0.274), “usage of operational strategies” (0.185), “promotion by administrative departments” (0.183).
2. For factors and criteria under “promotion by administrative departments”, the experts suggested that the most important factors are in the order as follows: “support and promotion by educational authorities” (0.416), “complete construction of policies and regulations on green buildings” (0.240), “promote green building policies widely to different levels of schools” (0.198), “enhance promotion of construction of green building administrative mechanisms” (0.146).
3. For factors and criteria under “usage of operational strategies”, the experts suggested that the most important factors are in the order as follows: “school managers should shore up on knowledge related to green buildings” (0.272), “arrange for related seminars and promotions”(0.264),“enhance educational promotion” (0.263), “campus green building design performance systems and award measures” (0.201).
4. For “elevation of campus environmental quality”, the experts suggested that the most important factors are in the order as follos: “enhance the saving of energy and decreasing of carbon on campus” (0.314), “maintain the hygiene and comfort of interior environment on campus” (0.251), “maintain the biodiversity of campus environments” (0.228), “enhance the usage and management of campus water resources” (0.207).
5. For factors and criteria under “integration of related concepts”, the experts suggested that the most important factors are in the order as follows: “support and promotion by the principals” (0.335), “promote school communities to identify with green buildings” (0.297), “construct campus environments that are educational, ecological, and have sustainable developmental outlooks” (0.240), “incorporation of green-procurement in the construction of green buildings” (0.128).
6. The first five criteria in the overall weight of factor criteria are in the following order: “enhance the saving of energy and decreasing of carbon on campus” (0.113), “support and promotion by the principals” (0.091), “maintain the hygiene and comfort of interior environment on campus” (0.089), “promote school communities to identify with green buildings” (0.082), “maintain the biodiversity of campus environments” (0.082).

並列關鍵字

green buildings ； elementary school ； analytical hierarchy process

參考文獻

10. 李昭政，「推動交通要道噪音防治之層級分析」，碩士論文，朝陽科技大學環境工程與管理系，台中 (2010)。

41. 譚智元，「推動營建廢棄物回收再利用之層級分析」，碩士論文，朝陽科技大學環境工程與管理系，台中 (2010)。

11. 吳益彰，「推廣原住民生態及文化旅遊之層級分析」，碩士論文，朝陽科技大學環境工程與管理系，台中 (2010)。

27. 黃義芳，「落實國民小學水資源教育之評估」，碩士論文，朝陽科技大學環境工程與管理系，台中 (2010)。

35. 蔡岳儒，「國民小學推動永續校園現況之評估」，碩士論文，朝陽科技大學環境工程與管理系，台中 (2010)。