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研究生:徐毓廷
研究生(外文):HSU,YU-TING
論文名稱:實施多元教學觀察學生安全文化提升之研究
論文名稱(外文):A Study on the Observation of Improved Student Safety Culture with the Implementation of Diversified Education.
指導教授:馮靜安馮靜安引用關係
指導教授(外文):FENG,CHING-AN
口試委員:黃玉立吳佩芬馮靜安
口試委員(外文):HUANG,YU-LIWU,PEI-FENFENG,CHING-AN
口試日期:2019-07-12
學位類別:碩士
校院名稱:大仁科技大學
系所名稱:環境與職業安全衛生系環境管理碩士班
學門:環境保護學門
學類:環境資源學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:51
中文關鍵詞:安全文化多元教學體驗教育
外文關鍵詞:Safety cultureDiversified educationExperience education
相關次數:
  • 被引用被引用:2
  • 點閱點閱:233
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  • 下載下載:60
  • 收藏至我的研究室書目清單書目收藏:0
近年來各企業對於安全文化越來越重視,但年輕工作者對於職場的不熟悉及安全意識的薄弱提高了職場意外的發生率,因此強化學生時期的安全文化意識是根本且有效的方法。本文以環境與職業安全衛生系四技之學生,實施包括即時提問-即時回饋之正式課程,業師傳統式教學及業師體驗式教學三種教學方式的多元教學課程,進行學生安全文化提升的研究,採用安全文化問卷的量化分析及即時回饋的質性分析,量化分析於課程前施測,了解學生對安全文化的認知並進行一學期的多元教學課程後再進行後測,質性分析從學生課程中使用即時回饋與體驗式課程,了解學生在參與課程活動後所獲得的觀念及知識,是否有效提升學生的安全文化素養。研究結果發現,學生的安全能力、安全溝通、學生的安全承諾及管理者的支持四個構面前後測對比具有顯著差異,平均分數分別提升了0.52、0.48、0.47及0.33,顯示此多元教學課程對提升學生這四個構面的安全文化具有效果。從學生課後即時回饋內容中看出,透過體驗式教學將要傳達的概念融入活動規則中,學生逐漸會在課堂中建立起好的安全習慣。本研究也對環境與職業安全衛生系進修部二技進行安全文化量表測量,結果發現四技學生前測跟二技學生對比有五個構面具有顯著差異,後測與二技學生對比有三個構面有顯著差異,顯示四技學生安全文化有與二技學生拉近。
In recent years, enterprises have paid more and more attention to safety culture. But young workers’ unfamiliarity with the workplace and weak security awareness have increased the incidence of workplace accidents. Therefore strengthening the awareness of safety culture during the student period is a fundamental and effective method. In this paper, the students of the four-year of the Department of Environmental Science and Occupational Safety and Hygiene implement a multi-teaching course consisting of three methods: instant questioning-instant feedback formal course, traditional teaching of teachers in the industry and experiential education teaching of teachers in the industry. Conduct research on student safety culture improvement, using quantitative analysis of safety culture questionnaires and qualitative analysis of instant feedback.
Quantitative analysis to do a pretest before the course, understand students' perceptions of safety culture, then conduct a post-test after a semester of multi-teaching courses. Qualitative analysis uses instant feedback and experiential education from student courses to understand the concepts and knowledge acquired by students after participating in the course activities, and whether they effectively improve students' safety culture. The results of the study found that students' safety ability, safety communication, safety commitment and manager's support for four facets are significant differences between the pretest and post-test. The average score increased by 0.52, 0.48, 0.47 and 0.33 respectively. This multi-disciplinary course is shown to be effective in enhancing the safety culture of the four facets of students. From the students of instant feedback content, it is seen that the concepts to be conveyed through experiential education course are incorporate into the rules of the activity, and students gradually establish good safety habits in the classroom. This study also conducted a safety culture scale measurement on the evening class of two-year Department of Environmental Science and Occupational Safety and Hygiene. The results showed that the pretest were significant differences in five facets between the four-year students and the evening class of two-year students, and the post-test were significant difference in three facet between the four-year students and the evening class of two-year students. Indicating that the safety culture of the four-year students is close to the evening class of two-year students.
中文摘要 I
英文摘要 II
誌謝 IV
目錄 V
圖目錄 VII
表目錄 VIII
第一章、前言 1
1.1 研究背景 1
1.2 研究目的 3
第二章、文獻回顧 4
2.1 安全文化的源起 5
2.2 安全文化的定義 5
2.3 組織安全文化與安全行為 6
2.4 安全文化與教育訓練 9
2.5 教育訓練的種類 11
第三章、材料與方法 15
3.1 研究對象 15
3.2 研究方法 15
3.2.1 安全文化問卷 15
3.2.2 線上即時回饋系統軟體Zuvio 16
3.2.3 情境教室設計 16
3.3 課程設計 18
3.4 研究流程 20
3.5 分析方法 22
3.5.1 問卷分析 22
3.5.2 質性分析 22
第四章、結果與討論 23
4.1 環安系學生安全文化前後測比較 23
4.2 日四技與進二技學生安全文化比較 30
4.3 課程對學生學習成效評估 32
第五章、結論與建議 35
5-1、結論 35
5-2、建議 35
參考文獻 36
附錄一 安全文化問卷調查表 38
附錄二 即時回饋學生對應表 40
附錄三 環安系四技學生安全文化前後測直條圖 41

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