我國位於歐亞板塊與菲律賓海板塊的交界，地震頻傳。各級學校師生是否有足夠的地 震防災素養，値得教育主管當局重視。本研究爲能了解各級學校學生及國中小教師地震防災 素養程度之高低，乃以林明瑞(2012)新修訂之101年防災素養指標爲基礎，編製「各年段 學生與中小學教師地震類防災素養標準化評量」，共計九份正式問卷題本，並以全國八個年 段學生及中小學教師爲母群體依比例分層抽樣，共發出15126份問卷，有效問卷(11543份） 回收率爲76.3%，考驗其信、效度，建立各年段學生及中小學教師地震類防災素養標準化評 量常模表、衍生分數對照表及編寫指導手冊，並進行各年段師生防災素養現況分析。 本研究所發展之九份問卷屬中高信度，難度爲中間偏易，鑑別度佳的試題。由檢測結 果得知，各年段地震類防災素養得分會隨著年段提升而下降，最低分大多落於大學階段。防 災知識以「電視」、「電腦網路」、「學校課程或老師」、「報紙雜誌」、「課外讀物」爲獲得來源 者得分表現較優；有災害經驗之學生及中小學教師特別是經歷颱洪及地震類災害者之得分顯 著優於無災害經驗之學生。98年與102年地震類防災素養標準化評量兩份問卷在知識及態 度題難度相當；而由於參與防災計畫之中小學都位於偏鄕地區，因此參與防災計畫之學校地 震類防災素養得分未必全優於未參與防災計畫之學校。

Taiwan is located at the junction of the Eurasian Plate and the Philippine Sea plate. Earthquakes happen frequently. Schools, teachers and students at all levels need earthquake disaster prevention literacy. This issue is worthy of the attention of competent education authorities. The purpose of this study is to investigate earthquake disaster prevention literacy status of students at all levels and teachers in elementary and junior high schools. Based on the disaster prevention literacy indicators of eight graders and teachers in elementary and junior high schools proposed by Ming-Ray Lin (2012), this study designed a 9 level questionnaire called, “Questionnaire for the Standardized Assessment of the Earthquake Disaster Prevention Literacy of Students in Various Grades and Teachers in the Elementary and Junior High Schools”. The formal questionnaire investigation adopted stratified samples based on the proportion of the population and conducted large-scale tests around Taiwan. In the large-scale test, a total of 15,126 questionnaires were distributed and 11,543 valid samples were retrieved, with a valid return rate of 76.3%. After testing the reliability and validity of the questionnaire, the norm tables of the standardized assessment form for earthquake disaster prevention literacy was established, guide manuals were compiled, and the disaster prevention literacy status of teachers and students in various grades was analyzed. The research results are summarized as follows, the reliability of the 9 questionnaires is medium to high, the difficulty is medium to easy, and discrimination is good. The results indicated that earthquake disaster prevention literacy is inversely correlated with grade level, and the lowest score is found among university students. Those who acquired the knowledge from “Television”，“Computers”，“Courses or Teachers”，“Newspapers and Magazines” and “Extracurricular Books” scored higher than those without access to the similar resources. The students with disaster experiences, particularly those who had experienced typhoons, floods and earthquakes, had significantly higher scores than those without similar experiences, and the same was true of teachers. The scores of the assessment forms from2009 and 2013 were compared, and comparison between the two groups found that the difficulty of the items related knowledge and attitude on the two questionnaires were almost the same, and the skill questions could not compared due to different question types. The scores of the schools that had implemented the disaster prevention plans of the Ministry of Education, which were mostly located in remote areas, were not necessarily higher than those that had not implemented the plans.