交通安全教育是臺灣地區改善整理交通安全重要的一環，近年來國內推動九年一貫教育，在課程內容有增無減的情況下，大多數學校之交通安全教育課程無法在固定時段實施，僅能在彈性實習節數實施，而細的執行情形則由班導師視其他課程之進度決定。整體而言，交通安全教育課程的實施未受到應有之重視。因此要如何讓交通安全教育在有限之時間內發揮最大效果，實有必要針對交通安全教育之設計（如教學法、教學時數和教學材料）等深入探討。因此本研究應用實驗設計方法分析同教學情境下國小學童對於交通標誌、標線與號誌以及交通常識之學習成效。以國立嘉義大學附屬小學之二、三年級學童（各5個班級）為研究對象，以隨機抽樣的方式將其中4個班級作為實驗組，1個班級作為對照組，不同教學法、教學時數、與教學材料之教學活動組合亦以隨機的方式於實驗組班級實施，對照組則未實施任何交通安全課程。實驗結果顯示多數之實組班級之學童於實施教學後對交通標誌、標線與號誌以及交通常識之認知程度有明顯進步，對照組則無明顯差異，顯示交通安全課程之實施有助於增進學童對交通安全之認識。在低年級部分，透過隨機化集區實驗設計分析結果顯示教學法與學時數會著影響學童之學習成效；但學童性別與其學業成就表現並不會顯著影響學習成效。在中年級部分，巢形實驗設計分析結果顯示教學方法會著影響學習成效。依據分析結果，本研究針對未來國內小學交通安全教育之教學活動設計提出建議，期望能提供給國小教師及相關單位規劃交通安全教學活動之參考。

Traffic education program is an essential part of national transportation safety programs in Taiwan. However, traffic education program has not received enough attention and has been conducted on a non-regular basis in the elementary schools. To make the traffic education program more effective within limited time and resources, teaching strategies, methods, and materials should be carefully examined. This study applied statistically designed experiments to asses how different teaching strategies can affect the learning outcomes of traffic education for elementary school students. The 2nd and 3rd grade students at Chia-Yi Experimental Elementary School were selected in this study. Four of the five classes in each grade were randomly assigned to the experimental groups, and the fifth class was assigned to the control group. The experimental groups received various teaching treatments, including hours of teaching, teaching methods, and/or teaching materials. The control group received pre- and post-tests only. The comparisons between education and control groups show that traffic education can significantly increase the students’ traffic knowledge. For the 2nd grade students, randomized block design was applied to evaluate their leaning outcomes of traffic control devices and the results indicated that hours of teaching and teaching method can significantly influence the learning outcomes, while the gender and student’s academic performance (treated as the block) did not have significant influence. For the 3rd grade students, the imbalanced nested design was used to evaluate their leaning outcomes of traffic rules and the results indicated that teaching method can significantly influence the learning outcomes. This study concluded that traffic education program can increase the knowledge of traffic safety for the elementary school students and also provided the practical suggestions for the designs of traffic education programs.