校園綠色音環境介入計畫對國小學童音環境行為及相關因素影響之研究-以北部某國小為例

Abstract

本研究針對北市某國小五年級學童發展「校園綠色音環境介入計畫」，目的在了解並比較實施「班級教學及全校營造」、只有實施「班級教學」及只有實施「全校營造」，對學童音環境「素質因素（包括：音環境覺知、態度、需求）」及「音環境行為因素」之影響。 本研究採「前測-後測不等組實驗設計」，實驗組A接受的實驗處理為「班級教學及全校營造」；實驗組B接受的實驗處理為「全校營造」；對照組則無任何介入之影響。施測時機分別為班級教學前、班級教學後及全校營造後三個時間點，研究資料以描述性統計與單因子共變數分析，結果如下： 一、「班級教學」介入策略在提升學童音環境覺知、態度、需求及音環境行為改變上有顯著的立即效果。 二、「全校營造」介入策略能顯著地增加學童整體覺知、覺知敏感度、整體態度、價值及重要性、喜好、正向信念及校園聲音特質需求，但在音環境行為上，則無顯著差異。 三、實施「班級教學及全校營造」介入策略對學童音環境覺知、態度以及除了「教學活動需求」外的需求都有顯著的提升。 四、實施「班級教學及全校營造」後學童在減少不悅耳聲行為方面仍顯著優於對照組，但並未顯著優於僅實施「全校營造」組。 五、在「音環境設施」的介入策略中，改變鐘聲不但易使學童警覺到，也頗具教育意涵，而「音環境活動」中的樹人劇場活動方式兼具易警覺性、令人滿意且富有教育意涵。    依研究過程與發現提出，未來落實音環境教育時在「班級教學」、「全校營造」與「班級教學及全校營造」等三種形式介入策略的建議，以供後續研究參考。This study develops a School Sound Environmental Intervention Program on fifth-grade elementary school children. The purpose of this study is to examine and compare the effects of the program on school sound environment awareness, attitude, demand, and behavior for three different groups of children: children with both in-class intervention curriculum and school-wide development, children with only school-wide development, and children with no treatment intervention. This study employs a nonequivalent-groups design (NEGD), a type of quasi-experimental design. Treatment group A received both in-class intervention curriculum and school-wide development. Treatment group B received school-wide development only. The control group received no treatment. A questionnaire survey was completed on each child before the in-class intervention curriculum, after the in-class intervention curriculum, and after the school-wide development. Descriptive statistics and one-way ANCOVA are used as the empirical strategies in this study, and the main findings are as follows:

1. The in-class intervention curriculum has significant and immediate effect on promoting school sound environment awareness, attitude, demand, and behavior. 2. The school-wide development can significantly increase overall awareness, awareness sensibility, overall attitude, value and importance, fondness, positive belief, and sound environment demand, but has no effect on sound environment behavior. 3. With both in-class intervention curriculum and school-wide development, children’s awareness, attitude, demand are significantly increased except their demand for teaching activities. 4. With both in-class intervention curriculum and school-wide development, children in treatment group A have better performance in reducing unpleasing sounds than control group children, but not significantly different form children in treatment group B. 5. Among the intervention strategies on sound environment facilities, changing the bell ring is easy to alert the children, but also meaningful in education. Besides, the stage show in the sound environment activities is also alert, satisfied, as well as meaningful in education.

Based on these results, this study provides suggestions on three different types of intervention strategies (in-class intervention curriculum, school-wide development, in-class intervention curriculum and school-wide development) for future sound environment education.