國民小學校園閒置空間永續發展評估指標之研究

• Main Author: 張詩欣
• Other Authors: 湯志民
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/93899371891241764654

碩士 === 國立政治大學 === 教育行政與政策研究所 === 97 === A Study of Evaluation Indicators on Sustainable Development for Vacant School Space in Elementary Schools Abstract The purpose of this study is to construct the evaluation indicators and their associated priority weights on sustainable development for elementary vacant school space. The results of the study can be the reference for promoting the reuse of vacant school space. At first, the study is based on the analysis of documents to establish relevant evaluation indicators about vacant school space. And this study adopts three research methods: expert survey, Fuzzy Delphi and AHP to survey. The research invites 22 education-related experts to form a team as the study object. First, in order to select the applicable indicators, the individual answers of experts are analyzed by “double triangle fuzzy technique”. By using this technique, opinions about important indicators evaluated by experts are integrated; and meantime, the factors are screened. Finally, Expert Choice 2000 software is used to process statistic analysis to set up priority weights of various indicators. In this way, the evaluation indicators on sustainable development for elementary vacant school space are established. The main conclusion which this study obtained is as follows: The evaluation indicators of sustainable development for elementary vacant school space include three dimensions, eight indicators, and thirty evaluation factors. The priority weights of all evaluation indictors are described in order as follows: 1.The priority weights of three dimensions are environmental dimension（41.5％）, economical dimension（30.8％）, and social dimension（27.7％） 2.The priority weights of eight indicators are valuing benefit（17.4％）, ecological conservation（15.5％）, healthy environment（14.4％）, green consumption（13.4％）, sustainable development management（12.4％）, environmental planning（11.6％）, the function of social education（11.2％）, and community development （4.1％）。 3.The priority weights of thirty evaluation factors are the allocation of noisy and quiet areas of school（9.1％）, facilities of water content（5.6％）, the disturbance and impact of the development about vacant school space（5.4％）, ecological variety（5.4％）, and biological surroundings indoors（5.3％）. Finally, according to the research results, some suggestions are offered to educational administration to review the effects and evaluation results of reusing vacant school space in the future.