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題名：水域能力內涵與指標建構之研究
作者：黃仲凌
作者(外文)：HUANG, CHUNG-LING
校院名稱：國立體育大學
系所名稱：體育研究所
指導教授：高俊雄
學位類別：博士
出版日期：2018
主題關鍵詞：水域能力；修正式德爾菲法；層級分析法；water competence；modified Delphi method；analytic hierarchy process
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學生溺水事件之降低在教育部水域安全的推展上被視為推動成效的主要目標，為了有效降低溺水事件發生，教育部提出眾多推動水域安全的具體策略。從2005年起至今，學生溺水死亡人數有效地逐年降低；雖然如此，但每年仍舊還有至少二十位以上的學生因從事水域活動或其他因素而溺斃；因此，防範學生溺水事件發生的策略研擬仍然受到教育部的重視。根據文獻回顧，專家認為有效預防學生溺水的主要策略之一是提供全面的水域能力內涵，教育學生提高對水域安全的技能、知識和態度。透過教育學生水域安全相關的能力被視為是提高學生防溺知識、能力、價值和行為的有效途徑之一，對防止溺水亦是關鍵、直接、有效的策略；這些水域能力與溺水事件的減少具有高度相關。
本研究試圖歸納水域能力的具體內涵，並發展有效、合理的評估指標與測量系統。本研究提出多種研究方法的設計，包括文獻回顧、半結構訪談、修正式德爾菲法和層級分析法進行資料收集與分析。透過文獻回顧與十位受訪者訪談，進行水域能力內涵要素的探討；接續以修正式德爾菲法透過十五位水域安全教育專家諮詢獲得共識。最後，採用層級分析法確定了能力要素的相對權重，進而提高結果的準確性。
本研究建構的水域能力層次模式結果如下: 根據訪談者回饋和參考文獻資料，水域能力評估指標系統包括四個向度、十二項核心能力和五十五項核心能力要素。四個向度分別為「水域技能」、「水域知識」、「判斷能力」、「個人特質」。十二個核心能力中，「游泳能力」、「自救能力」與「救生能力」歸屬於「水域技能」；「安全知識」、「溺水知識」、「自救知識」與「救溺知識」歸屬於「水域知識」；「危險水域環境之判斷」、「安全水域環境之判斷」與「自我能力評估之判斷」歸屬於「判斷能力」；「態度」與「價值」歸屬於「個人特質」。經過兩回合修正式德爾菲法後，十項核心能力要素被刪除，並由十五位專家達成共識。最後，在四個項度、十二項核心能力和四十五項核心能力要素下，透過層級分析法計算評估指標的相對權重。結果顯示，四個項度的權重分別為「水域技能」0.3639、「水域知識」0.2443、「判斷能力」0.2729、「個人特質」0.1189。
本研究對水域能力教育的內涵和評估指標有了更明確的瞭解，並建立了合理的評估和測量系統。因此，本研究透過提供實證結果，總結了相關水域安全教育推動者提供水域能力的觀點，研究結果具有獨創性和實用性的價值。
Reducing student drowning was considered the main objective by the Ministry of Education of promoting water safety education. To effectively reduce drownings, a lot of implementation plans of specific water safety strategies were proposed. Since 2005, the amount of student drowning has decreased effectively yearly. Nevertheless, each year, still more than twenty students have drowned while participating in water activities or for other reasons. Therefore, the Ministry of Education considerably emphasized student drowning prevention strategies. According to literature review, experts suggested that one of the main strategies of effectively preventing student drowning was to provide comprehensive water competence connotations that educated students on water safety to enhence ability, knowledge, and attitude. By educating related competence of water safety education was a critical, direct, and effective strategy to improve students’ knowledge, ability, value, and behavior to prevent drowning. They were highly correlated with a reduction in drowning incidents.
This study attempted to generalize the specific connotations of water competence, and to develop an effective and reasonable evaluation indicators and measurement system. A multi-method approach was designed in this study including literature review, semi-structured interviews, the Modified Delphi Method (MDM) , and Analytic Hierarchy Process (AHP) that was conducted to data collection and analysis. Literature review and ten interviewees were undertaken to explore the components of connotation of water competence, and then fifteen water safety education experts were consulted to gain consensus through MDM process. Finally, the AHP was adopted to determine the relative weights of competence elements, thus increasing the accuracy of the results.
The results of this study constructed the hierarchy structure of water competence were as follow: According to interviews feedback and upon referencing these literature, the water competence evaluation index system comprised 4 dimensions with 12 core competence, and 55 core competence elements. Four dimensions specialized “Aquatic ability”, “Aquatic knowledge”, “Judgment knowledge” and “Personality”. 12 core competencies specialized as follow: “Swimming competence”, “Survival competence”, and “Rescue competence” were included in “Aquatic ability”; “Safety knowledge”, “Drowning knowledge”, “Survival knowledge”, and “Rescue knowledge” were included in “Aquatic knowledge”; “Risk of aquatic environment”, “Safety of aquatic environment”, and “Perceived self-competence” were included in “Judgment knowledge”; “Attitude”, and “Value” were included in “Personality”. After two round of Modified Delphi Method, 10 core competencies elements were removed and constituted consensus by 15 experts. Within the 4 dimensions with 12 core competencies, and 45 core competence elements, the AHP calculated the relative weights of evaluation indicators. The weights of these four dimensions were “Aquatic ability” 0.275, “Aquatic knowledge” 0.319, “Judgment knowledge” 0.294, and “Personality” 0.112, respectively
This study provided a clearer understanding of water competence educational connotations and evaluation indicators, and developed a reasonable evaluation and measurement system. Therefore, through the provided empirical evidence, this research summarized relative water safety education promoters’ point of view of delivering water competence, the results had value of originality and for practical applications.
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