永續校園能夠讓學校的學習者透過教育的過程及校園的生活，配合環境議題的探討，以改善生活及環境品質，並達到環境教育目標。為達上述目標永續校園在校園的環境上，應如何規劃以達到節省能源、永續發展、乾淨健康；同時永續校園設施是否能夠發揮環境教育之目的，獲得教師充分使用融入教學之中，成為本研究探討的課題。 本研究以2002年與2003年99所永續校園為研究對象，共發出99份調查問卷與1009份研究問卷，調查問卷部分共回收89份，問卷回收率達89.9％，而研究問卷則回收740份，有效問卷為729份，可用問卷比例為72.2％。訪談對象則訪問兩所永續校園的規劃人員。最後將文獻探討、問卷調查和訪談結果的發現，歸納出以下結論： 一、國民小學參與永續校園環境規劃動機主要為「改善學校環境」、「發展學校特色」、「協助學生親近自然」。 二、國民小學申請永續校園環境規劃最主要的項目為「透水鋪面」、「生態景觀教學水池」、「落葉堆肥」、「教學農園」、「多層次生態綠化」，且使用狀況良好。 三、永續校園環境規劃主要是由「總務主任」以及「校長」進行規劃。 四、國民小學參與永續校園環境規劃模式以整合案較佳。 五、永續校園環境設施主要是由「總務主任」、「工友」及「教師」進行維護，但學校人力、經費以及專業知能不足，設施維護不易。 六、國民小學推動永續校園發展主要遇到的困難為「所需經費不足」、「缺乏適當空間」、「行政者生態知識不足」、「缺乏整體規劃」以及「教師參與度低」。 七、教師參與永續校園環境規劃主要的項目為「資源回收利用」、「落葉堆肥」、「生態景觀教學水池」，而教師最常使用的永續校園設施為「資源回收在利用」、「生態景觀教學水池」、「落葉堆肥」。 八、教師將永續校園環境規劃融入教學主要遇到的困難為「耗費時間太多」、「相關資訊不充裕」、「學校環境資源不足」。而教師將校園環境融入教學的原因主要為「落實推動環境教育」、「採用多元教學方式」以及「實做學習效果較佳」。 九、有參與永續校園環境規劃的教師對永續校園環境規劃與使用認同感較高。 十、學校行政人員對永續校園環境規劃與使用認同感高於一般教師。 十一、大規模學校之教師對永續校園環境規劃與使用認同感較低。 十二、不同任教科目教師對永續校園環境規劃與使用態度沒有差異。 十三、不同年資對於學校實施永續校園環境規劃的態度沒有差異。 最後綜合研究結果提出以下建議： 一、永續校園環境規劃應繼續實施並予以推廣 二、「生態景觀教學水池」可多加推廣 三、規劃「生態景觀教學水池」與「教學農園」應審慎考量設置地點 四、設計時考慮建設經費以及後續維護費用 五、宜針對學校環境擬定整體且長期的環境規劃內容 六、鼓勵教師參與永續校園環境規劃 七、學校宜多舉辦相關環境教育研習以充實教師專業知能 / Sustainable schools can help students improve quality of life and environment through education, the school life, and discussion about the environmental topics; at the same time they can implement the goal of the environmental education. In order to achieve these goals, how should sustainable schools design school environment and does these sustainable school environmental facilities bring environmental education into play are this study’s purpose. 99 sustainable schools in 2002 and 2003 are the research objects. 99 copies of the questionnaire survey and 1009 copies of the research questionnaire are distributed to randomly-sampled schools. Out of 99 surveys 1009 research questionnaires, 89 surveys and 729 questionnaires are valid. The retrieval rate are 89.9% and 72.2%. There are two interviewees who are familiar with sustainable school environment planning. Finally, the conclusions of study have been made by analyzing the literature review, the questionnaire, and the interview’s result. Some findings and suggestions are described as below: 1. The main motivations that elementary schools join the sustainable school environment planning are ‘improve school environment’,’ develop school characteristic’, and ’allow student to enjoy the nature’. 2. The main projects of sustainable school environment planning for elementary schools application are 'permeable pavement’,’ ecological pond ','fallen leaf compost’, ’agricultural garden of teaching’, and ’the multi-layers ecological green-making '. Moreover, they have to be in good condition. 3. In most cases, sustainable school environment planning is planned by ' the director of general affairs ' or 'the principal'. 4. The combing model is better when elementary schools participate sustainable school environment planning. 5. Sustainable school environmental facilities are mainly maintained by ' the director of general affairs’,’ workers' and 'teachers'. However the manpower, funds and professional knowledge of schools are insufficient, it is difficult to maintain facilities. 6. The main problems for elementary schools to develop sustainable school are ‘insufficient funds’,’ lack of space’,’ ecological knowledge in administration is insufficient’,’ lack proper plan’ and ‘low participation of teachers’. 7. The main projects that teacher participate sustainable school environment planning are 'resource recycle’,’ the fallen leaf compost’,’ the ecological pond’; facilities teachers use most frequently are 'resources are retrieved and utilized’,’ the ecological pond' and 'the fallen leaf compost'. 8. Main difficulties that teachers incorporate sustainable school environmental facilities into teaching are 'too time consuming',' insufficient information’, and ’environmental resources of schools are insufficient'. Teachers incorporate sustainable school environmental facilities into teaching are 'implement and promote the environmental education’,’ adopt multiple teaching method' and 'learning by doing has better effects'. 9. Teachers who participate in sustainable school environment planning have higher identification in planning and using sustainable school environmental facilities than teachers who do not participate. 10. School administrative personnel have higher identification in planning and using sustainable school environmental facilities than general teachers. 11. Teachers of big scale schools have lower identification in planning and using sustainable school environmental facilities than other scale schools’ teachers. 12. There is no differentiation of the identification in planning and using sustainable school environmental facilities among different subject teachers. 13. There is no differentiation of the identification in planning and using sustainable school environmental facilities among teachers’ seniorities. After the study, some suggestions are made as follows: 1. Continue to develop sustainable school environment planning and keep implement and popularized it. 2. Promote the ecological pond. 3. Carefully plan where to build the agricultural garden of teaching and the setting place of ecological pond. 4. Budget construction costs and maintenance expenses during the designing phase. 5. Draft the whole and long-term environmental program of the school. 6. Encourage teacher participating in the sustainable school environment planning. 7. Schools should provide more relevant environmental education study to improve teacher's professional knowledge.

本研究的主要目的在了解桃園縣國民中學學校人員對無障礙校園環境的認知，並探討桃園縣國民中學無障礙校園設施的運用、設計與問題，並提出具體的改善建議，做為行政主管機關及學校的參考。 為達上述目的，本研究採文獻探討、問卷調查及實地觀察訪談等三種研究方法。首先透過文獻分析，探討無障礙環境的基本理念與法令、規章的發展狀況，及桃園縣無障礙環境的執行過程；其次，以文獻探討的結果，編製「桃園縣國民中學無障礙校園環境調查問卷」，進行問卷調查研究，並輔以實地觀察訪談，以了解學校人員對無障礙環境的認知，及桃園縣國民中學無障礙校園設施的運用、設計與問題。 本研究的調查對象為桃園縣公立國民中學校長、總務主任、組長、未兼任行政職務之教師、家長會長（或代表）共55校，發出問卷275份，總計收回51所學校247份問卷，回收率89.9％，有效問卷242份，並以SPSS 10.0 For Windows軟體進行問卷之統計分析；實地觀察訪的對象，依學校規模分大、中、小型（48班以上為大校、47班至30班為中校、29班以下為小校）三組。每組再依建校歷史，以民國79年「殘障福利法」修正公佈為準，分新舊兩組，各抽取一所學校，以該校總務主任為訪談之對象，並以該校為實地觀察之地點，共6人。 根據文獻探討、問卷調查及實地觀察訪談的結果，獲得以下結論： 一、 桃園縣國民中學的學校人員重視無障礙校園環境，且以校長與女性學校人員最重視。 二、 桃園縣國民中學無障礙的使用與維護情形普遍良好。 三、 桃園縣國民中學規劃最好無障礙校園設施是「坡道及扶手」、「廁所、盥洗室」「升降梯（電梯）」。 四、 桃園縣國民中學最難規劃無障礙校園設施是「坡道及扶手」、「觀眾席（如視聽教室、活動中心、演藝廳）」「升降梯（電梯）」。 五、 桃園縣國民中學無障礙設施規劃設計上比較困難的因素有「受限於學校原有建築或空間，致不易改善」、「受限於經費，致無法整體規劃」及「缺乏專精無障礙環境規劃的建築師的協助」。 根據研究發現與結論，提出建議如下： 一、桃園縣國民中學無障礙校園環境應「整體規劃、分期完工」，且將具有無障礙環境知能專家學者或建築師納入學校營繕小組之內；辦理親師生校園無障礙環境多元活動，增進親師生對無障礙環境的認知。 二、桃園縣教育處應調查分項建置縣內各級學校無障礙設施基本資料一覽表，掌握每校無障礙設施的狀況；校園無障礙設施經費補助以新建或修繕「觀眾席（如視聽教室、活動中心、演藝廳）」、「升降梯（電梯）」等項為優先，「室外引導通路」次之；定期作學校無障礙設施訪視，並建立執行無障礙環境的績效評量制度。 三、未來研究建議如：藉由行動不便者實地使用，訪查校園無障礙設施使用時不足，才能更精準指出尚需改善的無障礙設施的項目；引進「通路」的概念，研究每校無障礙設施最少且最適合「無障礙通路」。 關鍵詞：國民中學；無障礙；無障礙校園環境 / The main purpose of this study was to provide an insight into the understanding of staffs in school of the barrier-free school environment and to investigate the implementation﹐design and problems related to the barrier-free campus facilities in junior high schools of Taoyuan County﹒ In addition﹐the researcher propose an applicable suggestions for the reference of both the authorities and schools. To achieve the above mentioned objectives﹐the researcher adopted the methods of literature analysis﹐questionnaires and field surveys in this study﹒First of all﹐through the methods of literature analysis﹐ the researcher explored the basic ideals﹐the development of rules and regulations and the process of implementation of the barrier-free school environment in Taoyuan County ﹒Secondly﹐based on the results from the literature analysis﹐the researcher designed a “Questionnaire on the Barrier-Free school Environment in Junior High Schools of Taoyuan County”conducted questionnaire surveys and field surveys to get an insight into the understanding of staffs in schools of the barrier- free school environment and the implementation,structure and problems related to the barrier-free campus facilities﹒ The research subjects of this study were principals,directors of general affairs,group leader,teachers﹐and president（or representatives）of parent committee in junior high school 0f Taoyuan County﹒the researcher sent out 275 questionnaires to 55 schools﹒A total of 247 questionnaires from 51 schools were retrieved﹒The response rate was 89.9％﹒SPSS 10.0 For Windows was employed to analyzed the 242 effective questionnaires；the subjects of field surveys were classified into three groups according to the size of school（schools of 48 classes or more are large schools﹐schools of 30-47 classes are medium schools﹐and schools of 29 classes or less are small schools ）﹒in each group ﹐1990﹐the year in which the Welfare Law for the Handicapped and Disabled was revised﹐was set as the point of demarcation to divide these schools into subgroups；old schools and new schools﹒The researcher chose one school from each subgroup and interviewed the directors of general affairs from the chosen schools which were the sites for field surveys﹒A total of 6 people were interviewed for this study﹒ Based on literature analysis﹐ questionnaires and field surveys﹐the researcher reached the following conclusions: 1,The staffs of Junior high schools of Taoyuan County pay attention to the barrier- free school environment,especially principals and feaml staffs in schools pay more attention to the barrier- free school environment﹒ 2,The way in which barrier-free campus facilities are used is satisfactory；the maintenance of barrier-free campus facilitiesis too﹒ 3, The best planned barrier-free campus facilities are“ ramps and handrails”“bathrooms and lavatories”and “hoists（elevators）”﹒ 4,The greatest difficulty in planning barrier-free campus facilities is in “ramps and handrails” “audience（such as those in audio-visual classrooms﹐auditoriums and performance halls）”“hoists（elevators）”﹒ 5,Junior high school of Taoyuan County barrier-free campus facility plan design the quite difficult factor has “limited to the school original construction or the space, sends is not easy to improve”,“is restricted in the funds, sends is unable “architect's assistance which the corporate planning” and is“expert in the barrier-free school environmental project deficient”. Based on these findings﹐the researcher proposed the following suggestions：: 1,The barrier-free school environment in Junior high school of Taoyuan County should be“entire planning, finish by stage”,and“have the the experts or the architects excel in designing the barrier-free school environment in the group﹐By handling the diversified barrier-free school environmental activties”；promoting the teachers and students to the barrier-free school environment cognition by barrier-free school environment multi-dimensional activity﹒ 2,the Education Department of Taoyuan County Government should respectively set up the basic document data sheet of all levels of school barrier-free campus facility in Taoyuan County and grasps each school barrier-free campus facility conditions﹐What`s more﹐“audience（such as those in audio-visual classrooms﹐auditoriums and performance halls）” hoists（elevators）”should be gave priorities to put to use the barrier-free campus facility and next is “outdoor guidance circuit”；And it is necessity to surveys school barrier-free campus facility regularly and establish the barrier-free school environment achievements to comment the quantity system﹒ 3,the following for further studies：Facilities used on the spot by those who move with difficulty can point which barrier-free campus facilities need improvement more accurately when surveys the facilities ；introducing the concept of “route”can study the barrier-free campus facility of each school；the suggestion for example: Uses on the spot because of moving about with difficulty, inquires the barrier-free campus be least and most suitable“barrier-free route”﹒ Key word：junior high school；barrier-free；barrier-free school environment

在耐延遲網路中，沒有網路服務的使用者，可以藉由各節點間的短距離傳送，透過一個間斷性的連結將資料傳送至目的地。因此，在本研究，當使用者在校園環境中，欲將手邊的資料傳送給其他使用者，但無法連結上網際網路時，可以透過與目標節點關聯性較高的節點幫忙以達到傳送資料之目的。 本論文提出一基於個人與社群資訊的資料傳送方法，以個人興趣、個人資訊與朋友關係等三個面向去分析適合用來幫助傳送資料的節點。在每個訊息中，我們加入一級別值，並在相遇到其他節點時做資訊的交換與計算，並利用選擇較高級別值的節點轉送，使資料可以透過較有效率的路線傳送至目的地。最後，我們將本論文方法與其它資料傳送方法比較評估效能，模擬結果顯示我們提出的傳送方法有較優的傳送成功率與較低的資源耗費。 / In Delay Tolerant Networks (DTNs), the user without network service can, through short transmission between nodes, use an intermittent route to deliver messages to the destination. In our study, when a user in the campus environment wants to send its data to others but can’t link to Internet in that moment, the user can use the node which has higher relation degree with the destination to help forward the data. In this thesis, we proposed a social-based routing approach. It is based on aspects of personal interest, personal information, and social relation to analyze which node is appropriate for data relaying. For each data, a rank value is associated with it. When the node encounters with other nodes, it will exchange and calculate data information to renew the rank value. Based on the rank value, data can be relayed to nodes with higher rank values, and thus to the destination through a more efficient way. Finally, we evaluated our approach, and compared with other routing schemes. The simulation results showed that our proposed approach had better delivery probability and lower resource cost.

本研究的主要目的在瞭解學校人員對無障礙校園環境的認知，並探討臺北市國民中學無障礙校園設施的運用、設計與問題，同時研擬具體可行之「臺北市國民中學無障礙校園環境檢核表」，作為行政機關及學校的參考。 為達上述目的，本研究採文獻探討、問卷調查、專家座談及實地觀察訪談等四種研究方法。首先透過文獻分析，探討無障礙環境的基本理念與法令、規章的發展概況，及臺北市無障礙校園環境的執行過程；其次，以文獻探討的結果及專家座談的建議，研擬具體可行的「臺北市國民中學無障礙校園環境檢核表」及編製「臺北市國民中學無障礙校園環境調查問卷」，進行問卷調查研究，並輔以實地觀察訪談，以瞭解學校人員對無障礙環境的認知，及臺北市國民中學無障礙校園設施的運用、設計與問題。 本研究的調查對象為臺北市國民中學之校長、總務主任、特教組長、教師及家長會長（或代表），共57所學校，計發出問卷285份，總計收回53所學校260份問卷，回收率為91.2﹪，實得有效問卷260份，並以SPSS 10.0 For Windows軟體進行問卷資料之統計分析；實地觀察訪談對象，依學校規模分大、中、小型（60班以上為大校、59班至35班為中校、34班以下為小校）三組，每組再依建校歷史，以民國79年「殘障福利法」修正公布為準，分新、舊兩組，各抽取一所學校，以該校總務主任為訪談之對象，該校為實地觀察之地點，共6人。 根據文獻探討、問卷調查、專家座談及實地觀察訪談的結果，獲得以下結論： 一、臺北市國民中學認為無障礙校園環境很重要，認知狀況普遍良好，其中以特教組長對無障礙校園環境的認知狀況最好。 二、臺北市國民中學無障礙設施的使用情形尚可，維護情形良好。 三、臺北市國民中學規畫最好的無障礙設施是「坡道及扶手」、「廁所、盥洗室」、「昇降機（電梯）」，最難規劃的無障礙設施是「昇降機（電梯）」、「觀眾席（如視聽教室、禮堂、演藝廳等）」等，尚須改善的無障礙設施有「觀眾席（如視聽教室、禮堂、演藝廳等）」、「昇降機（電梯）」、「避難層出入口」。 四、臺北市國民中學無障礙設施規劃設計上比較困難的因素是原有建築或空間及經費的受限，故臺北市政府教育局應提供協助以建構完善的無障礙校園環境，其中檢核表對臺北市國民中學無障礙校園環境的推動深具價值。 根據研究發現與結論，提出建議如下： 一、臺北市國民中學的無障礙校園環境應整體性規劃，其中特教組長應積極扮演協同的角色，並為師生辦理無障礙校園環境體認等多元活動。 二、臺北市政府教育局應利用儲訓或相關研習加強學校主管的無障礙校園環境理念與實務，對經費補助的方式則應先檢核評估學校整體無障礙環境並以整體規畫、專案補助為主，其中「觀眾席」、「升降機」、「避難層出入口」等設施的新建或修繕補助應列為第一優先，並應提供無障礙校園環境相關諮詢管道與一份完善的無障礙校園環境檢核表以供協助，同時建立各校無障礙設施之基本資料與執行績效評量制度，並對總務人員任期的人事法令予以鬆綁以為配套。 三、其他建議如：各大學院校相關系所應開設無障礙校園環境的相關課程；我國建築技術規則等相關法規應儘速修正並儘速建立人體工學資料。 / The main purpose of this study was to provide an insight into the understanding of staffs in schools of the barrier-free campus environment and to investigate the implementation, design and problems related to the barrier-free campus facilities in junior high schools in Taipei City. In addition, the researcher proposed an applicable “Checklist for the Barrier-Free Campus Environment in Junior High Schools in Taipei City” for the reference of both the authorities and schools. To achieve the above-mentioned objectives, the researcher adopted the methods of literature analysis, questionnaires, seminars and field surveys in this study. First of all, through analysis, the researcher explored the basic ideals, the development of rules and regulations and the process of implementation of the barrier-free campus in Taipei City. Secondly, based on the results from the literature analysis and the suggestions from experts in various seminars, the researcher proposed an applicable “Checklist for the Barrier-Free Campus Environment in Junior High Schools in Taipei City,” designed a “Questionnaire on the Barrier-Free Campus Environment in Junior High Schools in Taipei City,” conducted questionnaire surveys and field surveys to get an insight into the understanding of staffs in schools of the barrier-free campus environment and the implementation, structure and problems related to the barrier-free campus facilities. The research subjects of this study were principals, directors of general affairs, chiefs of special education, teachers, and presidents (or representatives) of parent committee in junior high schools in Taipei. The researcher sent out 285 questionnaires to 57 schools. A total of 260 questionnaires from 53 schools were retrieved. The response rate was 91.2%. SPSS 10.0 For Windows was employed to analyze the 260 effective questionnaires; the subjects of field surveys were classified into three groups according to the size of school (schools of 60 classes or more are large schools, 35-59 medium schools, and 60 schools or less small schools). In each group, 1990, the year in which the Welfare Law for the Handicapped and Disabled was revised, was set as the point of demarcation to divide these schools into two subgroups: old schools and new schools. The researcher chose one school from each subgroup and interviewed the director of general affairs from the chosen schools which were the sites for field surveys. A total of 6 people were interviewed for this study. Based on literature analysis, questionnaires, seminars and field surveys, the researchers reached the following conclusions: A. Junior high schools in Taipei City consider the barrier-free campus environment important. In general, staff at school have good understanding of the barrier-free campus environment, especially chiefs of special education. B. The way in which barrier-free facilities are used is acceptable; the maintenance of barrier-free facilities is satisfactory. C. The best planned barrier-free facilities are “ramps and handrails,” “bathrooms and lavatories” and “hoists (elevators).” The greatest difficulty in planning barrier-free facilities is in “hoists (elevators),” “audience seats (such as those in audio-visual classrooms, auditoriums and performance halls).” Barrier-free facilities which require improvements are “audience seats (such as those in audio-visual classrooms, auditoriums and performance halls),” “hoists (elevators)” and “entrances and exits to refuge floors.” D. The difficult part in structuring barrier-free facilities lies in the limitations of original architecture, space and budget. Therefore, Taipei City’s Department of Education should provide assistance to build up a complete barrier-free campus environment in junior high schools in Taipei City. The checklists are valuable to the promotion of the barrier-free campus environment in junior high schools in Taipei City. Based on these findings, the researcher proposed the following suggestions: A. The barrier-free campus environment in junior high schools in Taipei City should be planned as a whole. Chiefs of special education should play roles of active coordinators, and hold various activities to help teachers and students understand the barrier-free campus environment. B. Taipei City’s Department of Education should make use of various training programs and seminars to enhance the understanding and performances of directors at school. The whole barrier-free campus environment in each school should be evaluated before issuing subsidy. Subsidy should be planned as a whole and issued on a case-by-case basis. Moreover, the installment and repair of “audience seats,” “hoists” and “entrances and exits to refuge floors” should make the top priority on the list of special funds. A complete checklist for the barrier-free campus environment should be provided as support. At the same time, basic data of all the junior high schools in Taipei City and the performance evaluation system in each school should be established. Lastly, terms of staff in general affairs should be more flexible as a supplementary measure. C. Other Suggestions: related departments in every college should provide courses about the barrier-free campus environment; building Code and Regulations in Taiwan should be revised as soon as possible; Ergonomics data should be updated and established as soon as possible.