本硏究目的爲探討國小高年級學生對土石流的認知情形。硏究方法爲問卷調查法，硏究工具爲自編之「土石流認知問卷」，硏究對象爲台灣中部四縣市（台中縣、台中市、南投縣和彰化縣）公立國小之五、六年級學生，抽樣方法採分層隨機抽樣結合叢集抽樣，有效樣本爲1136人。硏究結果發現：（一）、學生在「土石流認知問卷」 中的得分，平均約答對76%的題目。其中，在「土石流的危害」和「土石流的防治」 兩個向度的得分，高於在「土石流的特性」和「土石流的成因」兩個向度的得分。（二）、 五、六年級的學生、不同性別的學生、以及不同家庭社經地位的學生，對土石流的認知沒有顯著的差異。（三）、土石流災區的學生，在「土石流認知問卷」上的得分，高於非災區的學生，且達顯著差異。本硏究建議可將土石流防災教育融入國小的教材中，以增進學生對土石流的認知。

The purpose of this study was to investigate elementary students’ cognition of debris flow. A self-designed “questionnaire of cognition of debris flow” was utilized to collect the empirical data. The sampling method was stratified sampling combined with cluster sampling and the target population was the fifth- and sixth-grade students of public elementary schools in the central Taiwan, including the districts of Taichung County, Taichung City, Nantou County and Changhua County. A total of 1136 effective subjects was acquired. The primary findings of this research are as follows. First, students correctly answered 76% questions on average in the questionnaire. Their scores in the dimensions of “disaster of debris flow” and “prevention of debris flow” are higher than those of “characteristics of debris flow” and “formation factors of debris flow”. Second, students’ cognition of debris flow shows no significant difference in different grades, different genders, and different social economic status of family. Third, students in the disaster area of debris flow gained significantly higher scores than those outside the disaster area. Finally, the researchers suggested that the disaster education of debris flow can be included in the teaching materials of elementary schools such that students’ cognition of debris flow can be enhanced.