校園音環境教育介入對國小學童音環境覺知、態度及行為之影響研究

Abstract

本研究針對市區及郊區學校設計「校園音環境教學模組」，目的在於了解學生對於校園音環境覺知、態度及行為之成效，以及學生對於課程的意見及反應。 本計畫採「準實驗設計」，以桃園縣郊區及市區國小六年級學生為研究對象，立意選取郊區及市區學校各一所為實驗學校及對照學校，分別為108人及111人，實驗組持續三週接受三個單元（共三小時）的音環境教育介入課程，對照組則無教學介入，教學結束實行後測以評值音環境教育之教學成效。所得資料以描述性統計及雙因子共變數分析等進行討論，所得研究結果如下：

一、研究對象音環境之「整體覺知」、「整體態度」及「整體行為傾 向」均偏低，其中又以「整體行為傾向」更為嚴重缺乏。 二、音環境教學介入後，顯著增進研究對象之「整體覺知」及其「分 辨覺知」，而「察覺覺知」較不明顯。 三、音環境教學介入後，顯著增進研究對象之「整體態度」、「感受 態度」與「關切態度」，而「重要性態度」較不明顯。 四、音環境教學介入後，顯著增進研究對象「整體行為傾向」、「探 索環境行為傾向」、「執行保護行為傾向」及「解決問題行為傾 向」，而「整體行為傾向」及「探索環境行為傾向」上，僅在郊 區學校有顯著效果。 五、整體課程學生多給予正面評價，活動以偏向體驗及探索性質最讓 學生印象深刻，另有七成學生對手冊編排及文字內容感到喜愛。

本研究結果證實校園音環境教育對於學生校園音環境覺知、 態度及行動有正向效果，可供相關介入研究參考，建議未來更能 結合營造整體校園音環境，以增進校園音環境教育之效果。

The purposes of this study were to assess the effect of the sound education program devised for the elementary school students, and to understand the evaluation of the experiment group students in this program. The study was constructed on aquasi-experiental design, and it sampled 2 six-grade classes from one suburb school and one city school in Taoyuan as research subjects. These students were non-randomly assigned to the treatment group(n=108),and the control group(n=111), the treatment group receive the intervention curriculum of 3 units for 3 weeks and the control group receive nothing. Both groups took the pre-test and post-test with the “school sound environment awareness, attitude and behavior ” questionnaire. The data were analyzed using Percentile Description, Chi-square, and two way ANCOVA. The results of the study are as follow: 1.Students proceed poor awarness, attitude and behavior intension of the school sound environment. 2.The sound environmental program could significantly increase the “Total Awarness”, “Organized Awarness ”, “Total Attitude”, “Sense Attitude ”,“Concern Attitude”,”Total Behavior intension”,”Explore Behavior intension ”,” Resolve Behavior intension”and ”Protection Behavior intension” of the elementary school students. In the ”Total Behavior intension”,”Explore Behavior intension ” the treatment group of the suburb school was better than the control group. 3. Most sudents enjoyed and felt helpful about the curriculum and teaching method of these activities. The results of this research could provide some helpful references for the elementary school students’s school sound environment and related studies. In the future, we suggested the combination of school environment construction with intervention-related researches to enhance the effect of school sound education.