本研究採前、後測不等組實驗設計，樣本係從高雄市5所國小的四年級普通班中，各選出1班為研究對象，以其中4班（129人）為4組實驗組，1班（33人）為控制組。研究者以自行發展的4種「聽力保健教育計畫」（以下簡稱保健計畫）實施方式（手冊教學、影片傳單教學、手冊自學、影片傳單自學），分別針對4組實驗組進行1週的實驗教學，並於教學前後1個月針對所有研究對象進行「噪音預防聽力保健量表」前、後測，以瞭解保健計畫對學童聽力保健知能的影響，以及各種實施方式的成效。此外，研究者尚從實驗組中選取20名學童，以「聽力保健教育計畫接受度/滿意程度問卷」進行半結構式訪談，以瞭解學童對於各種保健計畫的接受度與滿意程度。 本研究結果如下： 1.國小學童在「噪音預防聽力保健量表」知識、態度、行為分量表的平均得分換算為百分比後，依序是57.3、79、42.09；除了聽力保健態度尚可外，聽力保健知識及行為均尚待加強。 2.就喜愛從事的噪音活動而言，「去看煙火表演」是最多學童喜歡從事的噪音活動。其次，男童喜歡從事的噪音活動種類稍多於女童，不過，男、女學童從事噪音活動的數量沒有顯著差異。 3.保健計畫實施後，實驗組在「噪音預防聽力保健量表」知識、態度、行為分量表的得分均顯著優於控制組。 4.保健計畫實施後，各實驗組在「噪音預防聽力保健量表」知識分量表的得分，沒有因為不同的實施方式而有顯著差異，然而卻因「保健教材」及「學習方式」的不同而有顯著差異。其中，「聽力保健影片與傳單」顯著優於「聽力保健手冊」。「教師教學」顯著優於「學生自學」。至於各實驗組在「噪音預防聽力保健量表」態度及行為分量表的得分，則都沒有因為不同的實施方式，以及不同的「保健教材」與「學習方式」而有顯著差異。 5.保健計畫相當適用於國小四年級學童，且都受到學童的喜愛，其中又以「聽力保健影片」最受學童歡迎。 本研究並根據上述結果，於文末提出若干建議供教育當局、聽語界人士、國小行政人員及教師推行聽力保健教育計畫之參考。

This study adopts pre- and post- nonequivalent group design. Subjects were fourth graders enrolled in 5 different elementary schools of Kaohsiung city. Four classes were assigned to the experimental groups (n=129), and the 5th to the control group (n=33). Four methods (taught with pamphlet, taught with film and brochure, self-learning with pamphlet, self-learning with film and brochure) were applied in educational hearing conservation program (HCP), each was presented to one of the four experimental groups for one week. All subjects were assessed before and after the HCP to investigate the effectiveness of HCP. Data analyses comprised percentage, arithmetic mean, standard deviation, one-way ANCOVA and two-way ANCOVA. Interviews were conducted to 20 subjects, five from each of the four experimental groups to investigate students' satisfaction with the HCP. The results of the study were listed as follows: 1. Students' scores in three sub-scales of HCP questionnaire were 57.3%, 79%, 42.09%, respectively. It indicates that the elementary school students' knowledge and behavior toward HCP needs to be improved. 2. "Watching fireworks" was on the top of the list in students' ranking for activities accompanied with loud noise. In terms of type of activities with loud noise, boys attended more than girls, however, there was no significant difference in terms of quantity of attendance. 3. After HCP, the experimental groups scored significantly higher than the control group in three sub-scales of HCP questionnaire. 4. After HCP, there was no significant difference in students' knowledge for HCP among 4 different methods, however, results of two-way ANCOVA indicates a significant in different teaching materials and different teaching styles. "HCP film and brochure" was better than "HCP pamphled", and "taught by teacher" was better than 'self-learning". Moreover, similar results were not observed for students' scores in two other subscales of HCP. 5. HCP was suitable for the fourth grade students, and was favored by all of the students. Moreover, "HCP film" was students' favorite teaching material.