本研究在於對高中生發展ㄧ細懸浮微粒教學模組，並探究該課程之介入效果。本研究以臺灣北部某兩所高中之學生為研究對象，並將其分為實驗、對照組，共計322人，其中實驗組對其進行前述之細懸浮微粒(PM2.5)教育課程。本研究分別對實驗、對照組進行問卷前、後測，及採用t檢定等統計方式，以瞭解現況、分析其差異，本研究結果如下述:
一、PM2.5教學介入前，所有受試者之PM2.5知識部分答對率、PM2.5環境敏感度、PM2.5防治態度、PM2.5防治行為意圖、PM2.5防治自我效能均略高於中間值，意即在前述變項上較趨正向、積極。
二、PM2.5教學介入後，實驗組僅在PM2.5知識部分有顯著效果，其他則無；對照組亦同；另在知識細部分類中，實驗組在細懸浮微粒之日常生活預防類別顯著優於對照組。
三、全體受試者教學介入前，其PM2.5知識、PM2.5環境敏感度、PM2.5防治態度、PM2.5防治自我效能對PM2.5防治行為意圖之影響，具有顯著之相關。此外，PM2.5環境敏感度、PM2.5防治態度、PM2.5防治自我效能，上述三變項共可解釋PM2.5防治行為意圖變異量55.9%。
四、在實驗組受試者部分，於教學介入後，其PM2.5知識、PM2.5環境敏感度、PM2.5防治態度、PM2.5防治自我效能與PM2.5防治行為意圖相關性達統計上顯著水準。此外，前測部分之PM2.5環境敏感度、PM2.5防治態度、PM2.5防治自我效能，上述三變項共可解釋PM2.5防治行為意圖變異量66.3%，教學介入後，PM2.5防治態度、PM2.5防治自我效能，上述兩變項共可解釋PM2.5防治行為意圖變異量76.0%。

關鍵字:高中生、細懸浮微粒(PM2.5)、細懸浮微粒教學模組、細懸浮微粒防治行為意圖

This study aimed to develop a PM2.5 intervention curriculum for high school students and to explore the intervention effects of the course. A total of 322 students enrolled in two senior high schools in northern Taiwan were selected as research objects and divided into experimental group and control group. The experimental group carried out the aforementioned PM2.5 intervention curriculum where the control group did not conduct intervention. The pre-test and post-test questionnaires were conducted on the experimental and control groups. Statistical analysis such as t-test were used to compare the differences between pre-test and post-test among groups. The results of this study were as follows:
(1)Before PM2.5 teaching intervention, students' PM2.5 knowledge, PM2.5 environmental sensitivity, PM2.5 prevention attitude, PM2.5 prevention behavior intention, and self-efficacy of PM2.5 prevention were above median.
(2)After PM2.5 teaching intervention, students' PM2.5 knowledge had significant improvement for both experimental group and control group while other dimensions did not show any effects for intervention. In addition, further analysis showed the sub-section of knowledge, the daily prevention category of fine particulate matters, for the experimental group was significantly better than the control group.
(3)Students' PM2.5 knowledge, PM2.5 environmental sensitivity, PM2.5 prevention attitude, and PM2.5 prevention self-efficacy on PM2.5 prevention behavior intention were significantly correlated in the pre-test results. PM2.5 environmental sensitivity, PM2.5 prevention attitude, and PM2.5 prevention self-efficacy can explain 55.9% of the variance of PM2.5 prevention behavior intention.
(4)Students' PM2.5 knowledge, PM2.5 environmental sensitivity, PM2.5 prevention attitude, PM2.5 prevention self-efficacy and PM2.5 prevention behavior intention were significantly correlated for the experimental group after teaching intervention. PM2.5 environmental sensitivity, PM2.5 prevention attitude, and PM2.5 prevention self-efficacy can explain 66.3% of the variance of PM2.5 prevention behavior intention in the pre-test results which increased to 76.0% after teaching intervention.

Key Words: high school students, fine particulate matters (PM2.5), teaching module, behavioral intention

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