Construction of the Practical Model and Learning Program for Risk Literacy of Everyday Life: Based on Students' Awareness
Construction of the Practical Model and Learning Program for Risk Literacy of Everyday Life: Based on Students' Awareness
复制标题
日常生活风险素养实践模型与学习方案的构建——基于学生意识
DOI：
10.1016/j.procs.2016.08.170
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Yumiko NARA & Tomiko SATA
中科院分区：
文献类型：
--
作者：
M. Shinoda;Keita Nishioka;and A. Mishima;長崎栄三;M. Shinoda;Yumiko NARA & Tomiko SATA
在当前的风险社会中，每个人都必须获得风险素养，以保证日常生活的安全。本研究旨在概念化和检验日常生活中风险素养的组成部分，并构建培养风险素养的实用模型和学习计划。为了实现这一目标，作者根据风险素养的整体结构设计了学生的学习方案，然后根据风险素养的三个组成部分——风险状态、风险认知和风险应对（风险管理和风险沟通）编写了一场讲座。日本公开大学的 51 名学生参加了该课程；他们是成熟的、成熟的社会成员。讲座结束后，作者进行了一份自填问卷，了解学生对风险素养的认知情况。此外，还使用 KeyGraph 通过文本挖掘对调查数据进行了分析。主要结果如下： （一）学生通过听课认识到自己是风险的主体；他们也注意到了风险管理和风险沟通的重要性和方法，（2）学生对风险沟通表现出浓厚的兴趣。研究发现，学生们假设与日常生活和工作场所中的利益相关者进行风险沟通。 (3)风险状态、风险认知、风险应对这三个组成部分作为构成日常生活风险素养整体结构的组成部分似乎足够了，但在学习计划层面激发学生独立意志的装置是必要的。
In the current Risk Society, each individual is required to obtain risk literacy for safe and secured everyday life. This study aims to conceptualize and examine the component of risk literacy for everyday life, and to construct the practical model and learning program to cultivate risk literacy. To achieve them, the authors designed the learning program for students based on the whole structure of risk literacy, then, composed a lecture that is based on the three components of risk literacy –the state of risk, risk perception and risk coping (risk management and risk communication). Fifty-one students at The Open University of Japan participated in that class; they are adult, full-fledged members of society. After the lecture, the authors performed a self-conducted questionnaire which obtains students’ awareness related to risk literacy. Furthermore survey data were analyzed by text mining using with KeyGraph. Main results are as follows; (1) students realized through a lecture that they are the subject for the risk; also they noticed the significance and the methods of performing both risk management and risk communication, (2) students particularly showed strong interest in risk communication. It founds that students assumed conducting risk communication with the people who are their stakeholders in their daily life and the workplace. (3) Three components –state of risk, risk perception, risk coping seem adequate as the components which consists of the whole structure of risk literacy in everyday life, however, the device is necessary which inspires an independence will in students at the level of learning program.