國民小學交通安全教育實施內容之檢討研究

Abstract

摘 要 根據衛生署歷年來相關統計資料，各學齡層死亡人數中，以因運輸事故而喪生者佔主要比例，學生交通安全問題不但未獲得徹底解決，且尚無顯著改善。此一學生交通安全問題在國內外皆然，亟待專家學者及相關單位有效地改善、解決。 依據國際交通專家的統計分析，完善的交通安全教育宣導工作可有效提升用路人安全。我國國人自七歲入小學後，待在學校時間長，與校內人員、同學互動影響大，學校教育成效對學生影響甚大。此外，各級學校學生因身心發展之異而有不同學習課題，本研究以可塑性較高的國小學生為研究對象，對現行交通安全教育內容進行分析與檢討，並從中提出需改進之建議。 本研究以現行交通安全教育學習手冊為基礎，並根據實際與小學師生、專家學者訪談結果，從八個角度來考慮學生在不同用路使用者的身分上所應注意之細節，並從中提出34項研究課題。回收的資料先以敘述統計方式分析學童與教師之基本資料與特性，再輔以假設檢定、變異數分析，及Ridit分析法，以進行現行交通安全教育內容之檢討。 本研究結果發現，學校越能頻繁地教導學生，學生則越能將所學落實於生活中的交通行為。在學生行為反應上，教師與學生間的看法存在顯著差異，學生對自己的行為給予較高的評價；此外，學生大部分的交通行為反應會因性別、年齡等不同背景變項而出現差異性。就目前現行的小學交通安全學習手冊內容來分析，可發現師生們均認為內容略微簡單，但對學生就手冊中所教導的交通指揮手勢與交通安全標誌來施測，卻未能達ISO建議的67%正確認識率。 教師在教學上，認為學生應先學習比較基本、切身的課題，至於其他加強措施則可待有機會再實施，故「遵守交通指揮人員的指揮」、「不可以在走廊與樓梯間奔跑」、「穿越道路前要先看清楚兩邊有沒有來車」等課題是在考慮學生交通安全時所應納入教學課程之內的。而在「發生交通事故時，能協助處理的事情」、「交通工具發生故障時的應變措施」、「了解乘車時所可能發生的意外與逃生方式」等的教學上，教師需要其他相關人士或輔助教材協助。 學校交通安全教育施展多年，確有其功效存在，且將會依教導、宣導頻率強度而不斷地強化學生行為認知。故交通安全教育應因環境變遷而有所檢討，進而達此教育之目的。

ABSTRACT I compliance with the statistics of the Department of Health, the main death cause of the students is traffic accident disregarding their age in Taiwan. The worldwide problem is serious and has not improved obviously. The professionals and education system should look for the way to make it better. A complete traffic safety education program does promote the road users’ traffic safety. The children spend much time in the school since they become primary school students. Hence, the staff and the peer group in the school would play an important role on the child. Besides, the children study different subjects as they grow. This study aims to the primary school students because of their plasticity; their teachers also been interviewed. According to the interview result, this study explored the students’ behaviors based on the current traffic safety learning book. 34 research themes for discussion were refined in the study from 8 dimensions. The present traffic safety education was examined relying on the interview data. The study methodologies include descriptive statistic, testing of hypothesis, ANOVA and Ridit analysis. The study shows that the students implement their knowledge in their real lives when the schools remind them frequently. On the other side, the students give themselves higher scores about their traffic behavior than their teachers. The study also expresses that the traffic behaviors change along with sex, age and other social characteristics. Both the teachers and the students consider that the traffic safety learning book is too easy to enhance the students' traffic behavior. Nevertheless, the correct understanding ratio of the students to the hand-and-arm signals and traffic sighs is lower than the standard level, 67%, advised by ISO. The teachers emphasize on the basic and topics for the students. For example, obeying the directors' command, not running in the stairways and passageway, and checking out the coming automotors when crossing the roads. The other extended issues would be stated by chance. The ways to handle traffic accidents, the means to cope with the vehicle failure and the methods to escape when the accidents happen belong to the later one. The school traffic safety has been performed for a long time and it has worked. The traffic safety cognition of the students would develop through teaching, announcing and reminding. The traffic safety education should update as the environment has changed, and this is the goal of the education.