本研究旨在透過教師防災素養與教學行為兩大面向，來瞭解目前彰化縣公立幼稚圜教師在 幼兒防災教育的現況，並探討教師不同背景變項對其影響情形，以期提出具體且可行之建議。 本研究採問卷調查法，並以描述性統計、獨立樣本f檢定、單因數變異數ANOVA與皮爾森積 差相關進行分析。歸納研究結論為：整體而言，公立幼稚圜教師之防災素養整體表現正向積極， 其防災教學行為之頻率亦高。不同背景變項分析下，擔任不同職務之教師其防災技能與防災教 學準備有顯著差異。採用不同教學模式之教師其防災教學行為有顯著差異。修習過防災教育相 關學分或課程之教師在防災素養及防災教學行為整體表現有顯著差異。親身經歷災害之教師在 防災知識表現上有顯著差異。各面向之關聯方面，教師之防災素養與防災教學行為二者間彼此 呈現顯著正相關。

The purpose of this study is to investigate two aspects of the implementation of disaster-prevention education for young children in kindergarten: disaster-prevention literacy and teaching behavior. The effects of moderator variables are also discussed. Questionnaires are administered to public kindergartens in Changhua County. Descriptive statistics, an independent-sample t-test, one-way analysis of variance, and the Pearson product-moment correlation coefficient are used to analyze the data collected. The analysis yields the following conclusions. The overall performance of teachers for disaster-prevention literacy is positive. Disaster-prevention teaching has a high frequency. Considering different moderator variables, teachers holding different positions exhibit significantly different disaster-prevention skills and disaster-prevention-preparation teaching from one another. Teachers using different teaching modes furthermore demonstrate significant differences in their disaster-prevention teaching behavior. The disaster-prevention education and teaching behaviors of teachers who have taken courses or received credits related to disaster-prevention education differ significantly from those of teachers who have not had such training. Significant differences also exist between the disaster-prevention knowledge of teachers who have personally experienced disasters and those who have not. Significant positive correlations are observed between disaster-prevention literacy and teachers5 teaching behavior.