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題名 國民中學校園安全指標之建構
Development of Campus Safety Indicators for Junior High Schools作者 鄭淑玲
Cheng, Shu-Ling貢獻者 吳政達<br>郭昭佑
Wu,Chang-Da<br>Guo,Chao-Yu
鄭淑玲
Cheng,Shu-Ling關鍵詞 國民中學
校園安全
校園安全指標
Junior High School
Campus Safety日期 2021 上傳時間 1-Feb-2021 14:28:09 (UTC+8) 摘要 本研究旨在建構國民中學校園安全指標,以供教育行政機關及國民中學學校之參考。研究方法部分,先以文獻探討方式歸納出國民中學校園安全指標共75 項,並以焦點團體訪談方式使指標之敘述更為具體明確,再以模糊德菲問卷進行指標篩選及確立,以篩選出29 項指標。接著以概念構圖法之多元度量法及集群分析法整合專家學對指標之分類以建構構面,並以模糊德菲術整合專家學者對指標重要性之看法,最後以歸一化方式求得各構面及各項指標之權重,完成國民中學校園安全指標系統。根據研究結果及分析,歸納主要結論及建議如下:一、 結論(一) 本研究確立國民中學校園安全指標,共六大構面二十九項指標。指標六大構面及權重如下:「校園設施及設備之安全」(佔18.32%)、「工程及設施修繕之友善」(佔13.35%)、「事件通報及流程之訂定」(佔20.29%)、「門禁及交通安全之維護」(佔14.20%)、「學生相關情形輔導關注」(佔16.31%)及「安全宣導及措施之訂定」(佔17.43%)。(二) 依據構面及指標權重評比分析,本研究之構面權重最高者為「事件通報及流程之訂定」,佔6 大構面之20.29%。另指標中以「1-3 逃生通道暢通且有安全指引設備」(3.94%)所佔權重最高,其次為「3-1 訂定學生意外事件SOP 處理流程」。(3.87%)及「6-1 規劃配置警衛及保全系統」(3.87%)。權重較低者為「5-3 學校能掌握學生在校園的生活情況」(3.07%)及「2-1 完善設置安全便利之無障礙空間設施」(3.08%)。二、 建議(一) 對教育行政機關之建議:本校園安全指標,主管機關可進一步應用於學校,以了解目前各校所面對之校園安全情形,以為未來訂定相關校園安全政策之參考。(二) 對國民中學學校之建議:透過本研究指標的應用,以預防的概念協助國民中學行政主管於校園安全業務之執行,藉以早期發現,以減少校園安全事件的發生。(三) 對未來研究方向之建議:研究指標可依學制建構且增加實際應用之情況以為回饋。(四) 對未來研究方法之建議:研究方法可以層級分析(AnalyticHierarchy Process, AHP)使指標權重更具信效度。
The purpose of this research is to construct the system of Indicators ofCampus Safety for Junior High Schools. As regard to the research methods,below approaches were adopted. Firstly, 75 indicators of campus safety forjunior high school were concluded through literature review. Secondly, 29indicators out of which were confirmed and filtered out through set ofFuzzy Delphi questionnaires. Thirdly, analysis methods were constructedthrough integration of high educational experts’ opinions viaMultidimensional Scaling Method, Cluster Analysis and Fuzzy DelphiMethod. Finally, the weights for each dimension and indicator wereimplied through Normalization Method and the development of indicatorsof campus safety for Junior High Schools is completed.Conclusions and suggestions are as below.1. Conclusion(1) This study had concluded 29 indicators out of 6 major dimensionsof campus safety for Junior High Schools. The 6 major dimensionsand weights for the indicators are as below: "Safety of CampusFacilities and Equipment" (accounting for 18.32%), "Friendlinessof Engineering and Facility Repairment" (accounting for 13.35%),"Incident Notification and Process Construction" (accounting for20.29%) ), "Maintenance of Access Control and Traffic Safety"(accounting for 14.20%), "Coaching and Caring for Student-RelatedAffairs" (accounting for 16.31%) and "Promotion and ProcessConstruction for Campus Safety" (accounting for 17.43%).(2) According to the analysis result of the 6 major dimensions andweights for their indicators, "Incident Notification and ProcessConstruction" accounts for the highest weight which is 20.29%.Among the indicators of which, "1-3 Clear Escape Routes andSafety Guidance Equipment" accounted for the highest weight(3.94%); followed by "3-1 SOP for Student Accidents" (3.87%); and"6-1 Planning to Deployment of Security Guard and SecuritySystem" (3.87%); while "5-3 Ability for School to Keep Track ofThe Campus Life of Students " (3.07%) and "2-1 Improvement andEstablishment of Safe and Convenient Barrier-free Space Facilities"(3.08%) accounts for the lowest weight.2. Suggestion and Recommendation(1) For Educational Administrative Agencies: This campus safetyindicator research could be further applied by the competentauthority for schools to understand current campus safety situationand as a reference to construct relevant campus safety policies in thefuture.(2) For Junior High Schools: To assist the national high schooladministrators for the execution of campus safety affairs throughadoption of the indicators under this research under the concept ofprevention. So that schools can early detect the campus safetydangerous and reduce the occurrence of incidents.(3) For future research directions: The indicators can be further revisedand constructed according to the actual educational system and toadd feedbacks from actual application experience of this research.(4) For future research methods: Analytic Hierarchy Process, AHP canbe further adopted to assure the reliability and validity of theindicators.參考文獻 一、 中文部分王保進(2019 年8 月21 日)。校園安全危機處理。資料引自http://www.tycg.gov.tw › fckdowndoc › 20190821170445.pdf。吳宗立(2009)。學校危機管理。高雄市:麗文。吳政達、郭昭佑(1997)。概念構圖法在國民小學教科書評鑑標準建構之應用。教育與心理研究,20,217-242。吳錦惠、黃政傑(2012)。校園安全的管理與防範。教育研究月刊,214,15-23。李協京(2010 年6 月14 日)。日本維護兒童安全人人有責。台灣立報,第九版。呂美枝(2005)。多元文化課程實踐與教師文化經驗的敘說分析。教育研究月刊,130,56-66。金東賢(2010 年6 月14 日)。韓國校園周邊設兒童保護區。台灣立報,第九版。姜曉燕(2010 年6 月7 日)。俄羅斯創校園安全最好紀錄。台灣立報,第九版。張伶銖(李信漢編譯)(2015 年1 月24 日)。加拿大校園喋血4 死7 傷。自由時報,A13 版。教育部(2015 年6 月2 日)。教育部因應國小校園安全的防處具體措施。台北市:教育部。資料引自https://www.k12ea.gov.tw/Tw/News/K12eaNewsDetail?filter=9F92BBB7-0251-4CB7-BF06-82385FD996A0&id=d96933bb-7c8c-4646-aa24-1147660acae6b7e教育部校園暨災害防救通報處理中心,https://csrc.edu.tw/。莊會寧(2010)。日韓美的校園安保。人民公安People’s Police,11,9。許龍君(2002)。校園安全與危機處理。臺北市:五南圖書。陳啟榮(2005)。校園危機管理機制之建構。教育研究與發展期刊,1(2),117-134。湯志民(2014)。校園規劃新論。臺北市:五南圖書。楊愛東(2015)。校園安全糾紛法律適用指南。臺北市:元華文創。劉宛貞(2017)。以「校安」實例論學校安全議題之「危機管理」作為。臺灣教育評論月刊,6(8),159-162。蔡國吉(2011)。全圓觀點、全園安全~校園安全經驗分享。新北市教育(季刊),1,61-64。鄭進丁(2012)。從圍籬內外危機論校園安全管理理論與策略。教育研究月刊,214,59-70。駐馬來西亞代表處教育組(2017)。馬國鑑定「熱點學校」打擊校園紀律問題。國家教育研究院國際教育訊息電子報,134。資料引自https://fepaper.naer.edu.tw/index.php?edm_no=134&content_no=6623駐芝加哥辦事處教育組(2018)。德州州長說明校園安全法案。教育部電子報,824。資料引自https://epaper.edu.tw/windows.aspx?windows_sn=21366駐韓國代表部教育組(2018)。校園暴力預防教育請跟著這樣做。國家教育研究院國際教育訊息電子報,145。資料引自https://fepaper.naer.edu.tw/index.php?edm_no=145&content_no=6964盧延根(2016)。校園安全防範處理模式與具體策略。新北市教育(季刊),20,55-60。謝錦如(2009)。國民中學學校危機管理模式指標建構之研究。未出版之博士論文。高雄市,國立高雄師範大學教育學系。115二、 英文部分Badzmierowski, W. 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國立政治大學
學校行政碩士在職專班
98911007資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098911007 資料類型 thesis dc.contributor.advisor 吳政達<br>郭昭佑 zh_TW dc.contributor.advisor Wu,Chang-Da<br>Guo,Chao-Yu en_US dc.contributor.author (Authors) 鄭淑玲 zh_TW dc.contributor.author (Authors) Cheng,Shu-Ling en_US dc.creator (作者) 鄭淑玲 zh_TW dc.creator (作者) Cheng, Shu-Ling en_US dc.date (日期) 2021 en_US dc.date.accessioned 1-Feb-2021 14:28:09 (UTC+8) - dc.date.available 1-Feb-2021 14:28:09 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2021 14:28:09 (UTC+8) - dc.identifier (Other Identifiers) G0098911007 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/133968 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 學校行政碩士在職專班 zh_TW dc.description (描述) 98911007 zh_TW dc.description.abstract (摘要) 本研究旨在建構國民中學校園安全指標,以供教育行政機關及國民中學學校之參考。研究方法部分,先以文獻探討方式歸納出國民中學校園安全指標共75 項,並以焦點團體訪談方式使指標之敘述更為具體明確,再以模糊德菲問卷進行指標篩選及確立,以篩選出29 項指標。接著以概念構圖法之多元度量法及集群分析法整合專家學對指標之分類以建構構面,並以模糊德菲術整合專家學者對指標重要性之看法,最後以歸一化方式求得各構面及各項指標之權重,完成國民中學校園安全指標系統。根據研究結果及分析,歸納主要結論及建議如下:一、 結論(一) 本研究確立國民中學校園安全指標,共六大構面二十九項指標。指標六大構面及權重如下:「校園設施及設備之安全」(佔18.32%)、「工程及設施修繕之友善」(佔13.35%)、「事件通報及流程之訂定」(佔20.29%)、「門禁及交通安全之維護」(佔14.20%)、「學生相關情形輔導關注」(佔16.31%)及「安全宣導及措施之訂定」(佔17.43%)。(二) 依據構面及指標權重評比分析,本研究之構面權重最高者為「事件通報及流程之訂定」,佔6 大構面之20.29%。另指標中以「1-3 逃生通道暢通且有安全指引設備」(3.94%)所佔權重最高,其次為「3-1 訂定學生意外事件SOP 處理流程」。(3.87%)及「6-1 規劃配置警衛及保全系統」(3.87%)。權重較低者為「5-3 學校能掌握學生在校園的生活情況」(3.07%)及「2-1 完善設置安全便利之無障礙空間設施」(3.08%)。二、 建議(一) 對教育行政機關之建議:本校園安全指標,主管機關可進一步應用於學校,以了解目前各校所面對之校園安全情形,以為未來訂定相關校園安全政策之參考。(二) 對國民中學學校之建議:透過本研究指標的應用,以預防的概念協助國民中學行政主管於校園安全業務之執行,藉以早期發現,以減少校園安全事件的發生。(三) 對未來研究方向之建議:研究指標可依學制建構且增加實際應用之情況以為回饋。(四) 對未來研究方法之建議:研究方法可以層級分析(AnalyticHierarchy Process, AHP)使指標權重更具信效度。 zh_TW dc.description.abstract (摘要) The purpose of this research is to construct the system of Indicators ofCampus Safety for Junior High Schools. As regard to the research methods,below approaches were adopted. Firstly, 75 indicators of campus safety forjunior high school were concluded through literature review. Secondly, 29indicators out of which were confirmed and filtered out through set ofFuzzy Delphi questionnaires. Thirdly, analysis methods were constructedthrough integration of high educational experts’ opinions viaMultidimensional Scaling Method, Cluster Analysis and Fuzzy DelphiMethod. Finally, the weights for each dimension and indicator wereimplied through Normalization Method and the development of indicatorsof campus safety for Junior High Schools is completed.Conclusions and suggestions are as below.1. Conclusion(1) This study had concluded 29 indicators out of 6 major dimensionsof campus safety for Junior High Schools. The 6 major dimensionsand weights for the indicators are as below: "Safety of CampusFacilities and Equipment" (accounting for 18.32%), "Friendlinessof Engineering and Facility Repairment" (accounting for 13.35%),"Incident Notification and Process Construction" (accounting for20.29%) ), "Maintenance of Access Control and Traffic Safety"(accounting for 14.20%), "Coaching and Caring for Student-RelatedAffairs" (accounting for 16.31%) and "Promotion and ProcessConstruction for Campus Safety" (accounting for 17.43%).(2) According to the analysis result of the 6 major dimensions andweights for their indicators, "Incident Notification and ProcessConstruction" accounts for the highest weight which is 20.29%.Among the indicators of which, "1-3 Clear Escape Routes andSafety Guidance Equipment" accounted for the highest weight(3.94%); followed by "3-1 SOP for Student Accidents" (3.87%); and"6-1 Planning to Deployment of Security Guard and SecuritySystem" (3.87%); while "5-3 Ability for School to Keep Track ofThe Campus Life of Students " (3.07%) and "2-1 Improvement andEstablishment of Safe and Convenient Barrier-free Space Facilities"(3.08%) accounts for the lowest weight.2. Suggestion and Recommendation(1) For Educational Administrative Agencies: This campus safetyindicator research could be further applied by the competentauthority for schools to understand current campus safety situationand as a reference to construct relevant campus safety policies in thefuture.(2) For Junior High Schools: To assist the national high schooladministrators for the execution of campus safety affairs throughadoption of the indicators under this research under the concept ofprevention. So that schools can early detect the campus safetydangerous and reduce the occurrence of incidents.(3) For future research directions: The indicators can be further revisedand constructed according to the actual educational system and toadd feedbacks from actual application experience of this research.(4) For future research methods: Analytic Hierarchy Process, AHP canbe further adopted to assure the reliability and validity of theindicators. en_US dc.description.tableofcontents 第一章 緒論 ...................................... 1第一節 研究動機與目的 ................................. 1第二節 待答問題 ...................................... 5第三節 名詞釋義 ...................................... 6第四節 研究範圍與限制 ................................. 9第二章 文獻探討 ..................................... 10第一節 校園安全之基本概念 ............................ 10第二節 校園安全之政策發展與現況 ...................... 23第三節 校園安全指標之初探 ............................ 53第三章 研究設計與實施 ............................... 65第一節 研究流程與架構 ................................ 65第二節 研究工具與對象 ................................ 68第三節 研究方法 ..................................... 75第四節 資料處理與統計分析 ............................ 83第四章 研究分析結果與分析 ........................... 84第一節 「國民中學校園安全指標焦點團體訪談」結果 ....... 84第二節 模糊德菲問卷結果分析 ......................... 87第三節 概念構圖問卷結果分析 .......................... 95第五章 結論與建議 .................................. 106第一節 結論 ........................................ 106第二節 建議 ........................................ 110參考文獻 ........................................... 113 zh_TW dc.format.extent 6675298 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098911007 en_US dc.subject (關鍵詞) 國民中學 zh_TW dc.subject (關鍵詞) 校園安全 zh_TW dc.subject (關鍵詞) 校園安全指標 zh_TW dc.subject (關鍵詞) Junior High School en_US dc.subject (關鍵詞) Campus Safety en_US dc.title (題名) 國民中學校園安全指標之建構 zh_TW dc.title (題名) Development of Campus Safety Indicators for Junior High Schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、 中文部分王保進(2019 年8 月21 日)。校園安全危機處理。資料引自http://www.tycg.gov.tw › fckdowndoc › 20190821170445.pdf。吳宗立(2009)。學校危機管理。高雄市:麗文。吳政達、郭昭佑(1997)。概念構圖法在國民小學教科書評鑑標準建構之應用。教育與心理研究,20,217-242。吳錦惠、黃政傑(2012)。校園安全的管理與防範。教育研究月刊,214,15-23。李協京(2010 年6 月14 日)。日本維護兒童安全人人有責。台灣立報,第九版。呂美枝(2005)。多元文化課程實踐與教師文化經驗的敘說分析。教育研究月刊,130,56-66。金東賢(2010 年6 月14 日)。韓國校園周邊設兒童保護區。台灣立報,第九版。姜曉燕(2010 年6 月7 日)。俄羅斯創校園安全最好紀錄。台灣立報,第九版。張伶銖(李信漢編譯)(2015 年1 月24 日)。加拿大校園喋血4 死7 傷。自由時報,A13 版。教育部(2015 年6 月2 日)。教育部因應國小校園安全的防處具體措施。台北市:教育部。資料引自https://www.k12ea.gov.tw/Tw/News/K12eaNewsDetail?filter=9F92BBB7-0251-4CB7-BF06-82385FD996A0&id=d96933bb-7c8c-4646-aa24-1147660acae6b7e教育部校園暨災害防救通報處理中心,https://csrc.edu.tw/。莊會寧(2010)。日韓美的校園安保。人民公安People’s Police,11,9。許龍君(2002)。校園安全與危機處理。臺北市:五南圖書。陳啟榮(2005)。校園危機管理機制之建構。教育研究與發展期刊,1(2),117-134。湯志民(2014)。校園規劃新論。臺北市:五南圖書。楊愛東(2015)。校園安全糾紛法律適用指南。臺北市:元華文創。劉宛貞(2017)。以「校安」實例論學校安全議題之「危機管理」作為。臺灣教育評論月刊,6(8),159-162。蔡國吉(2011)。全圓觀點、全園安全~校園安全經驗分享。新北市教育(季刊),1,61-64。鄭進丁(2012)。從圍籬內外危機論校園安全管理理論與策略。教育研究月刊,214,59-70。駐馬來西亞代表處教育組(2017)。馬國鑑定「熱點學校」打擊校園紀律問題。國家教育研究院國際教育訊息電子報,134。資料引自https://fepaper.naer.edu.tw/index.php?edm_no=134&content_no=6623駐芝加哥辦事處教育組(2018)。德州州長說明校園安全法案。教育部電子報,824。資料引自https://epaper.edu.tw/windows.aspx?windows_sn=21366駐韓國代表部教育組(2018)。校園暴力預防教育請跟著這樣做。國家教育研究院國際教育訊息電子報,145。資料引自https://fepaper.naer.edu.tw/index.php?edm_no=145&content_no=6964盧延根(2016)。校園安全防範處理模式與具體策略。新北市教育(季刊),20,55-60。謝錦如(2009)。國民中學學校危機管理模式指標建構之研究。未出版之博士論文。高雄市,國立高雄師範大學教育學系。115二、 英文部分Badzmierowski, W. 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