位處於災害高風險地區的臺灣，在1999年921地震衝擊後，行政院於2000年公布施行《災害防救法》，嗣後陸續推動各項健全與深化各級政府、民間社群防災治理機制、自主防災能力培訓的整備工作。但過往以短期計畫導向的培力課程，雖可為社區帶來新的觀念、方法，可是社區防災動能往往因計畫終結也隨之停止。為讓社區居民可以持續通盤瞭解社區環境、掌握災害潛勢課題、學習社區防災知識與技能，本文以暨大通識教育中心社參式課程(社區防災與城鎮復原力)協助南投縣埔里鎮蜈蚣社區防災能力增能的案例作為基礎，省思在自主防災社區的賦權過程中，究竟存在哪些陪伴、培力的效益。
研究發現：相較於以往以計畫、專業輔導導向的社區防災教育模式，以社參式課程培力的社區防災培力模式，不僅可促使大學專業教師將協力社區防災的課題、培力項目融入其課程教學之中，更能透過學生與社區居民青銀共學的課程安排，帶動彼此的學習興趣與熱忱，此對於深化社區防災自主能力的增能確實有所提升。不過也需留意，因應社區的實際發展需求、能力，強調社會參與的學習課程設計，同時存在著滾動式修正的風險與課程特質。以上的效應與課程操作課題，是未來發展以社參式課程作為社區防災培力之模式必須留意思考的。

Taiwan is located in the subtropical zone and is located in the Pacific Rim earthquake zone. The scale of disasters is constantly expanding and the frequency is rising sharply. At the same time, due to climate change, people are facing increasing risks of disasters. In order to allow people to understand their current situation, community environment, and raise disaster awareness. This study takes the general course “Community Disaster Prevention and Urban Resilience” as an example. Through the four-semester course, we can see that the community faces the turning point of the students and their homeland. It is hoped that through the cooperation, the community will Residents can actively participate in related activities for disaster prevention and raise their awareness of disaster risk. When disaster strikes, they can help each other more than self-help. Remember that “disaster prevention is better than disaster prevention, disaster prevention is better than disaster relief.” Let us build together make communities truly sustainable communities that coexist with disasters.