ŒfฺŽGŽi˜ajF “y–ุŠw‰๏˜_•ถW I ŠชF -Šช †F 398/ I-10† •ลF 359]365•ล ”NF 1988”N ŒŽF 10ŒŽ ’˜Žาi˜ajF –‘“cG–F, ‰์ŽO˜YC‘ๅ’ฌ’B•v, ŽO–ุ็Ž๕ ƒ^ƒCƒgƒ‹i˜ajF ’nk–hะˆำŽฏ‚ฬŒ`ฌ‰฿’๖‚ฦ’nk–hะ‹ณˆ็‚ฬŒ๘‰ส‚ฬ‘ช’่ ด˜^i˜ajF
- ƒL[ƒ[ƒhi˜ajF - ŒfฺŽGŽi‰pjF JOURNAL OF STRUCTURAL MECHANICS AND EARTHQUAKE ENGINEERING ’˜Žาi‰pjF ƒ^ƒCƒgƒ‹i‰pjF Formative process of consciousness of earthquake preparedness and evaluation of effects of earthquake educationD ด˜^i‰pjF
As earthquake preparedness is one of the indispensable factors for disaster mitigation, a questionnaire survey was made on consciousness of earthquake preparedness of junior high school students. The formative process of the consiousness consists of three steps ; the first is motivation caused by disaster mitigation activities or impression of disastrous earthquakes, the second is accumulation of interest and knowledge induced by the motivation, and the third is the action for earthquake preparedness. Based on this formative process, a fuzzy reasoning procedure was applied to grading of consciousness of earthquake preparedness. By this procedure, effects of earthquake education could be evaluated quantitatively, and promotion of desirable education systems might be pos ƒL[ƒ[ƒhi‰pjF - ‹LŽ–‹ๆ•ชF - ‹ๆ•ช @@@@˜_•ถW