第五章 結論與建議
第六節 研究建議與改善
一、加強無痕山林七大準則的推廣與宣導
在第三節內容當中曾經提到，許多文獻證實無痕山林運動的推廣，可以提升 個人環境保護的行為，而本研究結果也顯示，聽說過無痕山林者在造訪陽明山國 家公園的時候，對於尊重野生動植物的行為表現也更好。然而國內有諸多與無痕 山林相關的研究、量表以及宣導手冊，以無痕山林為主題的研究內容豐富多元，
因此建議可以舉辦無痕山林七大準則相關的師資培訓課程，以尊重野生動植物教 育的方式將內涵傳達給經驗未成熟者，並且可以在陽明山國家公園的遊客中心內，
加強無痕山林的推廣，設立無痕山林解說站與定點的解說人員，亦可設計無痕山 林七大準則的文宣和海報，放置在遊客中心內讓遊客翻閱索取，或是將無痕山林 內容繪製成漫畫並發售，也可以將無痕山林內容拍攝成影片後在遊客中心內循環 撥放，或是請時下當紅的Youtuber，例如台客劇場…等，從網路上宣傳無痕山林 的內容以及其對於自然環境的好處，讓民眾從各個方面都可以接觸到無痕山林的 資訊，在耳濡目染之下，期望可以感染大眾並且透過潛移默化的效果，透過教育 與推廣的方式，提升個人親環境行為，並且透過教育部的推動之下，使得無痕山 林內容編列在國民義務教育的教科書當中，成為國民的第一堂親環境行為課程。
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二、舉辦無痕山林相關活動
坊間有許多公司推動相關活動，例如歐都納公司自 2008 年開始，每年均舉 辦無痕山林的相關活動，主要內容以鼓勵登山為主，迄今已經邁入第十二屆，每 一年總會吸引不少親臨活動者共襄盛舉。如果該公司搭配大學環境教育課程進行 人才培訓，將無痕山林七大準則納入環境教育教材教法之中，由參加者依據準則 進行事前規劃與準備、要求參與者步行在親山步道，不要踩踏植物、自備餐具與 容器、保持自然環境原始風貌、考量其他山友的感受，更要求民眾吃完早餐再參 加活動，以免增加包裝容器的過度使用，以及準備望遠鏡觀賞動植物，以尊重野 生動植物的方式進行宣導。因此，環境教育機構、設施、場域應該積極輔導當地 的解說人員之訓練，強化親環境登山路線之有效規劃，透過豐富有趣的活動寓教 於樂，傳遞無痕山林之理念。因此，建議陽明山國家公園管理處強化和大專校院 環境教育機構、系所，以及企業之結合，共同舉辦無痕山林相關活動，提高無痕 山林和陽明山國家公園的知名度和實施績效，以利環境教育扎根，讓親環境行為 模式向外推廣至非同溫層當中，以免環境教育和無痕山林淪為口號式的運動。
三、研究內容之改善
本研究在問卷設計上，有題目內容與題數分配不平均，以及不對稱的現象發 生，並且有部分受測者反應主觀規範的題型不易理解，問題的內容與題型分配需 要再做修正，故上述為研究方法中需要改善的重要一環。再者，於個人背景的部 分，建議增加大專院校系所的選填，讓受測者勾選就讀之系所，以便在進行結果 分析時，多一項參考指標。
以結構方程式的路徑分析進行模組配適度考驗，結果表明了主觀規範不影響 行為意圖，知覺行為控制不影響行為表現。因此，建議進行下列改善方法，第一 種改善方法為，將態度、主觀規範與知覺行為控制的三個信念合併至這三個變項 當中，使得NFI、NNFI、CFI 與 GFI 之數值高於 0.9；第二種改善方法為，刪除 不具鑑別力的題目；Hair、Black、Babin、Anderson 與 Tatham (2006)表示，當題 目的因素負荷量過低、題目同時與兩個以上的因素達到顯著相關，即代表題目涵 蓋多個內涵時，以及一個構面的題型未滿三題時，上述三種情形應該進行刪題，
並且一次刪除一個題目，然後每一次都要重新跑一次分析，觀察與之前模型的變 化狀況有何不同。
然而，針對主觀規範不影響行為意圖，可探討受測者的年齡與教育程度等背 景與主觀規範之間的關聯性，由於本研究的受眾大部分為大學生，是否因為大學 生自我效能較高或是其自主意識較強而不容易受到他人的影響，都是可以研究的 部分。其次，知覺行為控制不影響真實行為，是否代表個體知覺尊重野生動植物 的容易程度與強度雖然是高的，但是實際上又做不到；因此，知覺行為控制與行 為沒有顯著差異，亦是本研究後續改善與討論的方向。所以說，本研究之後續改 良，可以思考預測行為的模型於現今社會，是否真的可以反應個體的真實行為；
以及造訪陽明山國家公園的遊客，對於尊重野生動植物的主觀規範不會影響行為
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意圖，與知覺行為控制對行為也不具影響力的原因為何，以上論述之研究建議與 改善，期望有利於後續更大的發展與相關改良，促進我國環境教育與永續發展，
以及強化遊客在陽明山國家公園遊憩時，對於野生動植物的尊重行為。
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