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NCUEIR > College of Liberal Arts > Department of Geography > Periodical Articles > Item 987654321/19831

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/19831

Title:	社區防災學習影響因素之研究 A Study on Factors Affecting Community Disaster Prevention Learning
Authors:	郭俊欽;莊翰華;康良宇
Contributors:	地理學系
Keywords:	社區防災教育;社區學習;社區參與;社區培力;終身學習 Community Disaster Prevention Education;Community Learning;Community Participation;Community Empowerment;Lifelong Learning
Date:	2011-06
Issue Date:	2015-06-08T08:10:58Z
Publisher:	臺中教育大學
Abstract:	藉由社區學習、防災教育等相關主題的文獻回顧，以及針對執行社區防災計畫的專業者與社區領袖，進行深度訪談，建構出社區防災學習的內涵。包括：一、形塑適當的防災價值觀，建構人與環境的良性互動關係；二、考量社區特性與民衆屬性，建構以社區爲核心的教材內容，由社區本身提出需求，落實民衆參與；三、訓練與他人溝通、解決問題的技巧，藉由社區營造方式，納入「終身學習」範疇，朝向社區培力的防災學習；四、形塑社區防災學習的多重誘因，主要使社區具有榮譽感及參與感。而國內社區防災學習的課題，包括：課程與教材的規劃多未因地制宜；師資的培訓未制度化，學習過程亦缺乏教學目標及學習方案；由上而下的遴選機制，缺乏自發性的學習動機。而影響社區防災學習的因素，包括：因生計問題而導致對災害的消極心態，防災學習的意願低落；民衆在歷經較長時間無災害侵擾之後，逐漸降低防災意識；民衆運用對環境的認知與過去的災害經驗，來作爲防災行動的依據，降低對災害的敏銳度；專家與民衆對於災害本質與防災方式認知不同，影響防災學習的進行；個人態度、社會價值觀、法律與政治的阻礙、財務狀況，以及「理性的侷限」等因素，造成動機與認知的侷限，影響防災學習的成效。 Via reviewing literature on related topics about community learning as well as disaster prevention education, and through in-depth interviewing with community leaders and experts on implementing plans for community disaster prevention, this study will construct a content of community disaster prevention learning. The content includes: 1. to shape the proper values of disaster prevention in order to establish a positive interaction between people and the environment; 2. considering community features and citizens' characteristics to construct a content of teaching material which is centered on the community, and based on the demand made by the community itself to realize citizen participation; 3. to train the skills of problem-solving and communication with others, and via the ways of community development to subsume community disaster prevention learning within the scope of ”lifelong learning” and work toward community empowerment; 4. to shape multiple incentives to learn community disaster prevention, the main cause of which is to make the community possessed of a sense of honor and participation. Domestic issues on community disaster prevention learning include: most planning of curriculum and teaching material does not act on circumstances; teacher training is not yet institutionalized, and the learning process is also lacking in instructional objectives and learning proposals; the top-down selection mechanism is deficient in spontaneous learning motivation. In addition, factors affecting community disaster prevention learning include: passive attitudes toward disasters resulting from living problems lead to low willingness to learn disaster prevention; the relatively long period that the citizens have been through without any disaster gradually lower their awareness of disaster prevention; the citizens' employment of environmental awareness and past disaster experience as the basis of disaster prevention action lowers their sensitivity to disasters; the experts' and citizens' different cognition of disaster itself as well as ways of disaster prevention impedes disaster prevention learning; other factors such as personal attitudes, social values, legal and political barriers, financial condition and ”bounded rationality” restrain motivation and awareness, impacting the efficiency of disaster prevention learning.
Relation:	臺中教育大學學報(人文藝術類), 25(1): 99-123
Appears in Collections:	[Department of Geography] Periodical Articles

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