環境工程與環境教育相關研究所學生氣候變遷素養之比較

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(1)୯ҥᆵ᡼ৣጄεᏢᕉნ௲‫!܌زࣴػ‬ ᅺγᏢՏፕЎ!. ᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ! ਻ংᡂᎂનᎦϐКၨ! Comparison of the Climate Change Literacy between the Students of Graduate Institutes of Environmental Engineering and Environmental Education in Taiwan. ࣴ!‫!ز‬ғǺ஭ඵ๔! ࡰᏤ௲௤Ǻယ‫ݒ‬၈!. ύ๮҇୯΋˧ΟԃΖД! !. ᆵчѱ.

(2) ᖴᇞ! ಖ‫ܭ‬Ǵᐕ࿶Α 18 ԃ‫؃ޑ‬ᏢғఱǴջஒ֋΋ࢤပǴԶ‫ך‬Ψஒᚆ໒ਠ༜೭ঁ๤፾ ୮ǴරӛΠ΋໘ࢤᗌ຾ǶଶΠဌ‫؁‬вಒགྷགྷǴ೭΋ၡ‫ٰو‬ሡाགᖴ‫ޑ‬Γᗋ੿όϿǴ όፕࢂࡰᏤ‫ך‬ǵࡰೢ‫ך‬ǵ‫ڐ‬շ‫ך‬ǵྣ៝‫ך‬ǵഉՔ‫؂ޑך‬΋ঁΓǴӚঁ೿ቹៜΑ‫ך‬Ǵ ΋‫ޔ‬᝺ளԾρࡐ۩ၮǴૈ୼ள‫ډ‬೭ሶӭΓ‫ޑ‬ᔅշǶ གᖴࡰᏤ௲௤ယ‫ݒ‬၈ԴৣಒЈᆶऐЈ‫ࡰޑ‬ᏤǴᡣ‫ך‬ᏢಞӵՖࡘԵᆶಔᙃǴ٠୻ ᎦࡑΓೀ٣ᙣ཈‫ޑ‬ᄊࡋǴ٬‫ؼ੻ڙך‬ӭǶ གᖴα၂‫ہ‬঩஭బਕ௲௤ᆶ஭ηຬ௲௤‫ޑ‬ගᗺᆶཀ‫ـ‬Ǵࡰ҅Α౧ᅅό‫ى‬ϐೀǴ ᡣҁፕЎ‫ޑ‬ϣ৒‫ࣁ׳‬ᝄᙣǶ གᖴࣴ‫܌ز‬΋ଆոΚᏟର‫ޑ‬ӕᏢॺǴ࿶ᐕၸคኧԛ‫ޑ‬ናᕅǴคኧԛ‫ޑ‬਋‫ࡕש‬Ǵ ಖ‫ܭ‬ԖΑϞВ‫ޑ‬ԋ݀Ƕ གᖴεᏢම࿶΋ӕ࿶ᐕᆒߍғࢲ‫ॺ϶ܻޑ‬ǴӧࣁԾρ‫ޑ‬Ҟ኱ԶոΚਔǴϝό‫ב‬ ᜢЈ۶Ԝ‫ݩ߈ޑ‬Ƕ གᖴଯύӕᏢૈ୼ӆԛ࣬ᆫӧᆵч‫ۺ‬ਜǴᗨฅӚԾոΚ‫ޑ‬БӛόӕǴՠεৎ΋ ଆу‫ݨ‬ᆶѺ਻‫ޑ‬ག᝺Ǵ൩Ⴝࢂӣ‫ډ‬ΑଯύǶ གᖴ༤ቪୢ‫؂ޑڔ‬΋Տࣴ‫ز‬ғǴҗ‫ܭ‬գॺ‫ڐޑ‬շǴωૈౢр೭ҽፕЎǶ གᖴම࿶ӧፕЎය໔ᔅշၸ‫ޑך‬΋ϪΓǵ٣ǵ‫ނ‬Ƕ നࡕǴᙣаҁፕЎ᝘๏‫ך‬നኑང‫ޑ‬ৎΓǴӢࣁԖգॺ‫ޑ‬ᜢᚶᆶх৒Ǵ๏ϒΑ‫ך‬ നε‫ޑ‬Ѝ࡭ᆶ୏ΚǴ٬‫ؒ୼ૈך‬Ԗࡕ៝ϐኁ‫ֹޑ‬ԋᏢ཰ǴᖴᖴգॺǶ. ஭ඵ๔ ᙣᇞ 2014 ԃ 8 Д !.

(3) ᄔा ਻ংᡂᎂࢂΓᜪ‫܌཮ޗ‬य़ᖏ‫ޑ‬ᝄሉࡷᏯϐ΋ǴΨࢂШࣚӚ୯ଯ฻௲‫ػ‬ᐒᄬ‫ޑ‬ ௲Ꮲᆶࣴ‫ز‬ख़ᗺǶεᏢύ‫ޑ‬ᕉნ࣬ᜢ‫܌س‬ӧ਻ংᡂᎂࣴ‫ز‬ύ‫ת‬ᄽᜢᗖ‫فޑ‬ՅǴ‫ځ‬ Ꮲғჹ‫਻ܭ‬ংᡂᎂ‫ޑ‬᏾ᡏનᎦёຎࣁ௲‫ڀޑػ‬ᡏԋ݀ǶӚ‫܌س‬ӧೕჄ‫ځ‬ፐำਔǴ ֡೛‫ۓ‬Αऩυ໨ਡЈૈΚǴԶ೭٤ਡЈૈΚࢂցૈᆶ਻ংᡂᎂનᎦ‫ڥ‬ᔈǴ߾ࣁҁ ࣴ‫ز‬ᜢϪ‫ޑ‬᝼ᚒǶҁࣴ‫ز‬ԑӧ೸ၸፓࢗᕕှᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ ϐ਻ংᡂᎂનᎦǴᔠຎ‫ځ‬ਡЈૈΚ‫ޑ‬೛‫ۓ‬ᆶ਻ংᡂᎂનᎦϐ໔‫ޑ‬ᜢ߯Ǵ٠ᕕှ‫ٿ‬ ᜪဂ‫܌س‬નᎦ߄౜ৡ౦ϐচӢǶ ҁࣴ‫ز‬೸ၸୢ‫ڔ‬ፓࢗ‫ݤ‬௖૸ 102 Ꮲԃࡋᕉნ࣬ᜢ‫܌س‬ᅺγ੤Ꮲғ‫਻ޑ‬ংᡂ ᎂનᎦ౜‫ݩ‬ǹ٬Ҕϣ৒ϩ‫ݤ݋‬ǵъ่ᄬԄంፋ‫ݤ‬ᕕှ‫܌س‬ਡЈૈΚᆶ਻ংᡂᎂન Ꭶϐ໔‫ޑ‬ᜢ߯Ϸৡ౦ౢғচӢǶፓ่ࢗ݀ᡉҢǴӧ਻ংᡂᎂનᎦ‫ޑ‬Ѥ໨Ьᄬय़ύǴ ᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ‫ޑ‬Ȩ‫ޕ‬᛽ȩ ǵ ȨᄊࡋȩᆶȨՉ୏ȩ߄౜ၨ٫Ǵ‫ٿ‬ᜪဂࣴ‫ز‬ ‫܌‬Ꮲғ‫ޑ‬Ȩ‫ૈמ‬ȩ߄౜٠คϼεৡ౦ǹ೸ၸҜᅟහᑈৡ࣬ᜢϩ‫݋‬Ǵว౜Ȩᄊࡋȩ ࣁቹៜ‫ځ‬ᎩΟᄬय़ϐᜢᗖǴԶȨ‫ޕ‬᛽ȩᆶȨՉ୏ȩ໔ό‫ڀ‬ᜢೱ‫܄‬ǹ೸ၸ໣ဂϩ‫݋‬Ǵ ёஒᕉნ࣬ᜢ‫܌س‬ᏢғϩࣁǺᑈཱུՉ୏ࠠǵ‫ޕ‬᛽኱ंࠠǵԾ‫ך‬ჴ፬ࠠǵ‫ܰޕ‬Չᜤ ࠠϷ੃ཱུᔈбࠠϖεᜪǴᕉნπำ࣬ᜢࣴ‫܌ز‬ύаȨ‫ܰޕ‬ՉᜤࠠȩΓኧനӭǴᕉ ნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ύΓኧനӭ‫ࣁޑ‬ȨᑈཱུՉ୏ࠠȩ Ƕ‫܌س‬ਡЈૈΚ‫ޑ‬ೕჄǴନ‫ޕ‬ ᛽ᆶ‫ૈמ‬ᄬय़ѦǴ‫ځ‬Ꭹᄬय़ϐ೛‫ࣣۓ‬ᆶ਻ংᡂᎂનᎦፓ่ࢗ݀࣬಄Ƕᙖҗంፋ่ ݀ё‫ޕ‬Ǵ਻ংᡂᎂનᎦৡ౦‫ޑ‬ЬाচӢࣁǺ‫ٿ‬ᜪဂࣴ‫܌ز‬੝፦‫ޑ‬όӕǴ‫ٿ‬ᜪဂΓ ঩ϩձӧ਻ংᡂᎂࣴ‫ز‬ύ‫ת‬ᄽȨࣽᏢৎȩᆶȨ໺ኞ‫ޣ‬ȩ‫فޑ‬ՅǶ. ᜢᗖӷǺ਻ংᡂᎂનᎦǵ౜‫ݩ‬ϩ‫݋‬ǵᕉნπำǵᕉნ௲‫ػ‬. i.

(4) Abstract Climate change is one of the most pressing issues in the world today, and also the emphasis in teaching and research in higher education. Environment-related departments in universities play an important role in both climate change research and the resulting climate change literacy of the students. The concern of this study is on whether the core competencies built for school curriculum were well correlated with climate change literacy. Thus, the objective of this study is to understand the climate change literacy of students through questionnaire surveys, and further examine the relationships between the core competencies and climate change literacy. A questionnaire was designed as the research tool for measuring and evaluating the climate change literacy of students of two major categories, environmental engineering and environmental education. The results indicate that students in graduate institutes of environmental education perform better than those in graduate institutes of environmental engineering on the aspects of knowledge, attitude, and action; whereas no significant difference can be identified for skill . Cluster analysis was also explored and the students can be categorized into “activeness”, “knowledgeable”, “practical”, “passive”, and “negative”. More students in environmental engineering are “passive”, whereas more students in environmental education are “aggressive”. Content analysis and semi-structured interviews were then also carried out to examine the relationships between core competencies and climate change literacy, as well as the reasons for the differences between the two groups of students. Students in environmental engineering treat themselves as more like "scientists". On the other hand, students in environmental education play a more active role as "communicators" in climate change. Keywords: climate change literacy, current status, environmental engineering, environmental education. ii.

(5) Ҟԛ ᄔा ........................................................................................................................... i Abstract ..................................................................................................................... ii Ҟԛ ......................................................................................................................... iii ߄ԛ .......................................................................................................................... v კԛ ........................................................................................................................ vii ಃ΋ക. ᆣፕ........................................................................................................... 1. ಃ΋࿯. ࣴ‫ز‬ङඳ ........................................................................................... 1. ಃΒ࿯. ࣴ‫୏ز‬ᐒ ........................................................................................... 2. ಃΟ࿯. ࣴ‫ز‬Ҟ‫ ޑ‬........................................................................................... 3. ಃѤ࿯. ࣴ‫ز‬ୢᚒ ........................................................................................... 4. ಃϖ࿯. ࣴ‫ز‬ጄൎᆶज़‫ ڋ‬................................................................................ 4. ಃϤ࿯. Ӝຒ‫ۓ‬က ........................................................................................... 5. ಃΒക. Ў᝘ӣ៝ ................................................................................................... 7. ಃ΋࿯. ਻ংᡂᎂ୷ҁ౛ှ ............................................................................ 7. ಃΒ࿯. ਻ংᡂᎂનᎦ.................................................................................. 13. ಃΟ࿯. ਡЈૈΚ ......................................................................................... 16. ಃΟക. ࣴ‫ز‬೛ी ................................................................................................. 21. ಃ΋࿯. ࣴ‫ࢎز‬ᄬ ......................................................................................... 21. ಃΒ࿯. ࣴ‫ࢬز‬ำ ......................................................................................... 22. ಃΟ࿯. ࣴ‫ز‬π‫ ڀ‬......................................................................................... 23. ಃѤ࿯. ࣴ‫ز‬ჹຝ ......................................................................................... 40. ಃѤക. ࣴ‫่݀ز‬ᆶ૸ፕ ..................................................................................... 43. ಃ΋࿯. ࣴ‫ز‬ჹຝङඳၗ਑ϩ‫ ݋‬.................................................................. 43. ಃΒ࿯. ਻ংᡂᎂનᎦ‫ޕ‬᛽ᄬय़ፓ่ࢗ݀ ................................................... 47. ಃΟ࿯. ਻ংᡂᎂનᎦᄊࡋᄬय़ፓ่ࢗ݀ ................................................... 54. ಃѤ࿯. ਻ংᡂᎂનᎦ‫ૈמ‬ᄬय़ፓ่ࢗ݀ ................................................... 61 iii.

(6) ಃϖ࿯. ਻ংᡂᎂનᎦՉ୏ᄬय़ፓ่ࢗ݀ ................................................... 65. ಃϤ࿯. ਻ংᡂᎂનᎦᄬय़࣬ᜢϩ‫ ่݀݋‬................................................... 72. ಃΎ࿯. ਻ংᡂᎂનᎦ໣ဂϩ‫ ่݀݋‬.......................................................... 74. ಃΖ࿯. ‫ٿ‬ᜪဂ‫܌س‬ਡЈૈΚᘜયϩ‫݋‬....................................................... 79. ಃΐ࿯. ਻ংᡂᎂનᎦ߄౜ৡ౦ంፋϩ‫ ݋‬................................................... 88. ಃϖക. ่ፕᆶࡌ᝼ ............................................................................................109. ಃ΋࿯. ่ፕ ................................................................................................109. ಃΒ࿯. ࡌ᝼ ................................................................................................ 112. ୖԵЎ᝘ ............................................................................................................... 115 ߕᒵ΋. ‫ך‬୯ύλᏢᏢғϐ਻ংᡂᎂનᎦፓࢗୢ‫ ڔ‬..........................................121. ߕᒵΒ. Ⴃ၂ୢ‫ ڔ‬................................................................................................126. ߕᒵΟ. ҅Ԅୢ‫ ڔ‬................................................................................................130. ߕᒵѤ. ஑ৎቩࢗཀ‫ ـ‬........................................................................................134. ߕᒵϖ. ᕉნπำ࣬ᜢࣴ‫܌ز‬΋ំ߄ .................................................................142. ߕᒵϤ. ᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬΋ំ߄ .................................................................143. iv.

(7) ߄ԛ ߄ 2-1 Ӛፓ፾ሦୱፂᔐᆶࡷᏯ ............................................................................. 11 ߄ 2-2 ଯ฻௲‫ػ‬ਡЈૈΚᄬय़Ϸ‫ࡰځ‬኱ϣ఼ ..................................................... 18 ߄ 3-1 ਻ংᡂᎂનᎦࡰ኱ .................................................................................... 25 ߄ 3-2 ஑ৎਏࡋᒌ၌Ӝൂ .................................................................................... 31 ߄ 3-3 Ⴃ၂ୢ‫ޕڔ‬᛽ᄬय़অ҅ೀ౛..................................................................... 34 ߄ 3-4. Ⴃ၂ୢ‫ڔ‬ᄊࡋᄬय़অ҅ೀ౛..................................................................... 35. ߄ 3-5 Ⴃ၂ୢ‫ૈמڔ‬ᆶՉ୏ᄬय़অ҅ೀ౛ ......................................................... 36 ߄ 3-6 ంፋεᆜ ................................................................................................... 39 ߄ 4-1. ୢ‫ࡼڔ‬ෳ‫܌س‬ϷΓኧ ................................................................................ 43. ߄ 4-2 ࣬ᜢङඳၗ਑ϩ‫ ݋‬.................................................................................... 44 ߄ 4-3 ‫ޕ‬᛽ᄬय़ளϩಔԋϩ‫ ݋‬............................................................................ 47 ߄ 4-4 ‫ޕ‬᛽ᄬय़ளϩ௃‫ ׎‬.................................................................................... 48 ߄ 4-5 ‫ޕ‬᛽ԛᄬय़ளϩϩ‫ ݋‬................................................................................ 49 ߄ 4-6 ‫ޕ‬᛽ᄬय़Ӛᚒளϩϩ‫ ݋‬............................................................................ 50 ߄ 4-7 Ȩπբ࿶ᡍȩᆶ‫ޕ‬᛽ᄬय़ளϩϩ‫ ݋‬......................................................... 52 ߄ 4-8 Ȩࢂցୖуᕉნ࣬ᜢߚࡹ۬ಔᙃȩᆶ‫ޕ‬᛽ᄬय़ளϩϩ‫ ݋‬...................... 53 ߄ 4-9. Ȩࢂց‫ݙ‬ཀ਻ংᡂᎂ࣬ᜢ᝼ᚒȩᆶ‫ޕ‬᛽ᄬय़ளϩϩ‫ ݋‬.......................... 53. ߄ 4-10 ᄊࡋᄬय़ளϩ௃‫ ׎‬.................................................................................. 54 ߄ 4-11. ᄊࡋԛᄬय़ளϩϩ‫ ݋‬.............................................................................. 55. ߄ 4-12 ᄊࡋᄬय़Ӛᚒเᚒ‫ݩރ‬ϩ‫ ݋‬................................................................... 56 ߄ 4-13 Ȩπբ࿶ᡍȩᆶᄊࡋᄬय़ளϩϩ‫ ݋‬....................................................... 59 ߄ 4-14. Ȩࢂցୖуᕉნ࣬ᜢߚࡹ۬ಔᙃȩᆶᄊࡋᄬय़ளϩϩ‫݋‬..................... 60. ߄ 4-15. Ȩࢂց‫ݙ‬ཀ਻ংᡂᎂ࣬ᜢ᝼ᚒȩᆶᄊࡋᄬय़ளϩϩ‫ ݋‬........................ 60. ߄ 4-16. ‫ૈמ‬ᄬय़ளϩ௃‫ ׎‬.................................................................................. 61. ߄ 4-17. ‫ૈמ‬ᄬय़Ӛᚒเᚒ‫ݩރ‬ϩ‫ ݋‬................................................................... 62. ߄ 4-18. Ȩπբ࿶ᡍȩᆶ‫ૈמ‬ᄬय़ளϩϩ‫ ݋‬....................................................... 63 v.

(8) ߄ 4-19 Ȩࢂցୖуᕉნ࣬ᜢߚࡹ۬ಔᙃȩᆶ‫ૈמ‬ᄬय़ளϩϩ‫݋‬..................... 64 ߄ 4-20. Ȩࢂց‫ݙ‬ཀ਻ংᡂᎂ࣬ᜢ᝼ᚒȩᆶ‫ૈמ‬ᄬय़ளϩϩ‫ ݋‬........................ 64. ߄ 4-21 Չ୏ᄬय़ளϩ௃‫ ׎‬.................................................................................. 65 ߄ 4-22 Չ୏ԛᄬय़ளϩϩ‫ ݋‬.............................................................................. 66 ߄ 4-23 Չ୏ᄬय़Ӛᚒเᚒ‫ݩރ‬ϩ‫ ݋‬................................................................... 67 ߄ 4-24 Ȩπբ࿶ᡍȩᆶՉ୏ᄬय़ளϩϩ‫ ݋‬....................................................... 70 ߄ 4-25 Ȩࢂցୖуᕉნ࣬ᜢߚࡹ۬ಔᙃȩᆶՉ୏ᄬय़ளϩϩ‫݋‬..................... 71 ߄ 4-26. Ȩࢂց‫ݙ‬ཀ਻ংᡂᎂ࣬ᜢ᝼ᚒȩᆶՉ୏ᄬय़ளϩϩ‫ ݋‬........................ 71. ߄ 4-27 Ьᄬय़໔࣬ᜢϩ‫ ݋‬.................................................................................. 72 ߄ 4-28 ໣ဂϩ‫ ่݀݋‬.......................................................................................... 74 ߄ 4-29 Ӛ໣ဂΓኧϩଛ ...................................................................................... 75 ߄ 4-30 ‫ٿ‬ᜪဂ‫܌س‬Γኧϩଛ .............................................................................. 77 ߄ 4-31 ᕉნ࣬ᜢ‫܌س‬ਡЈૈΚ‫ڗ‬ኬਠձ ........................................................... 79 ߄ 4-32 ᕉნπำ࣬ᜢࣴ‫܌ز‬ਡЈૈΚᘜય߄ ................................................... 80 ߄ 4-33 ᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ਡЈૈΚᘜય߄ ................................................... 83 ߄ 4-34 ‫ٿ‬ᜪဂ‫܌س‬ਡЈૈΚᆶનᎦளϩКၨϩ‫݋‬............................................ 86 ߄ 4-35 ంፋჹຝӜൂ .......................................................................................... 88. vi.

(9) კԛ კ 2-1 Mauna Loa ᢀෳઠΒ਼ϯᅹᐚࡋ૶ᒵ ........................................................ 8 კ 2-2. ਻ংᡂᎂཷ‫ۺ‬კ ........................................................................................ 10. კ 2-3 ਻ংનᎦᜢ߯კ ........................................................................................ 14 კ 2-4 ଯ฻௲‫ػ‬ᏢғਡЈૈΚᄬय़ቫભკ ......................................................... 18 კ 3-1 ࣴ‫ࢎز‬ᄬკ................................................................................................ 21 კ 3-2 ࣴ‫ࢬز‬ำკ................................................................................................ 23 კ 4-1. ਻ংᡂᎂનᎦᄬय़ᜢ߯კ ........................................................................ 73. კ 4-2 Ꮲғ੝፦ϩᜪ ............................................................................................ 74 კ 4-3 ‫ٿ‬ᜪဂ‫ܭ܌س‬Ӛ໣ဂΓኧϩଛ ................................................................. 75 კ 4-4 Ӛ໣ဂΓኧϩଛԭϩК ............................................................................ 75 კ 4-5 ‫ٿ‬ᜪဂ‫܌س‬ΓኧϩଛԭϩК..................................................................... 77 კ 4-6. ‫ٿ‬ᜪဂ‫܌س‬ਡЈૈΚ៾ख़Кၨ ................................................................. 87. vii.

(10) ಃ΋കġ ᆣፕ. ಃ΋࿯ġ ࣴ‫ز‬ङඳ җ߈ԃ೚ӭ౜ຝࣣёܴᡉ࣮р਻ংᡂᎂ஥ٰ‫ޑ‬ቹៜǴ‫ٯ‬ӵǺӦ߄Ϸੇࢩྕࡋ ࡭ុ΢ϲǵӇচϷӇ‫ݞ‬य़ᑈِೲ੃ᑼǵੇࢩ࡭ុለϯǵཱུᆄϺ਻Ꮴठ‫্ؠ‬٣ҹว ғЪВᖿᓎᕷ฻Ƕቹៜ‫܌‬ठǴჹ‫཮ޗܭ‬࿶ᔮǵΓ҇଄ౢϷԾฅғᄊ೷ԋፂᔐǴཞ Ѩᜤа՗ीǶՠ΢ॊ౜ຝ٠όૈֹӄᘜ‫ܭگ‬Ծฅᡂ౦ǴࣽᏢࣚԖ 95%а΢ߞЈᇡ ࣁҞ߻Ӧౚ΢‫܌‬ᢀჸ‫ޑډ‬ཪϯ౜ຝǴࢂӢΓᜪࢲ୏௨‫ܫ‬ၸໆ‫਻࠻ྕޑ‬ᡏ‫܌‬ᏤठǴ Ъςࢂό‫ޑݾ‬٣ჴ(IPCC, 2013; Rockström et al. 2009)ǶҗԜё‫ـ‬Ǵ਻ংᡂᎂς࿶ ԋࣁӄౚѸ໪Ӆӕय़ჹ‫ޑ‬᝼ᚒǴࢂ౜ϞΓᜪ‫܌཮ޗ‬य़ᖏ‫ޑ‬ᝄሉࡷᏯϐ΋ǴΓᜪΨ ໒‫ۈ‬჋၂ճҔӚᅿБԄӢᔈǶ ШࣚӚ୯ԋҥ೚ӭ࣬ᜢಔᙃǴаӅӕय़ჹ਻ংᡂᎂ‫ޑ‬ᝄሉࡷᏯǶȨᖄӝ୯ᕉ ნೕჄ࿿ȩ (United Nations Environment Programme, UNEP)ᆶȨШࣚ਻ຝಔᙃȩ (World Meteorological Organization, WMO) ‫ ܭ‬1988 ԃӅӕԋҥȨ਻ংᡂᎂၠ୯λ ಔȩ(Intergovernmental Panel on Climate Change, IPCC)஑ೢࣴ‫ز‬Ԝ᝼ᚒǴ༼᏾ӄౚ Ϸ୔ୱ‫਻܄‬ংᡂᎂࣽᏢৎ‫زࣴޑ‬ǶԾ 1990 ԃଆӅว߄Αϖԛຑ՗ൔ֋Ǵൔ֋ਜ ύϩձ௶ॊӄౚ਻ংᡂᎂ‫ࣽޑ‬Ꮲ୷ᘵ(physical science basis)ǵፂᔐ(impacts)ǵፓ፾ (adaptation)ᆶૄ১ࡋ(vulnerability)ǵ෧጗(mitigation)Ǵֹ᏾և౜਻ংᡂᎂཷ‫ۺ‬۶ Ԝ‫ޑ‬ᜢ߯Ƕ‫ځ‬ύȨ෧጗ȩࢂࣁΑफ़եፂᔐǴЬाࢂଞჹྕ࠻਻ᡏ෧ໆ‫ޑ‬Ӣᔈբࣁǹ Ȩፓ፾ȩࢂࣁΑफ़եૄ১ࡋǴፓ᏾Ծฅࣚ‫܈‬Γᜪ‫س‬಍ٰӢᔈ਻ংᡂᎂ‫ޑ‬ቹៜǶԜ ‫ٿ‬εӢᔈ฼ౣࣁҞ߻ΓᜪոΚ‫ޑ‬БӛǶ ਻ংᡂᎂ‫़܌‬ғ‫ޑ‬ᅿᅿ᝼ᚒੋϷቶ‫ޑݱ‬ԾฅࣽᏢϷ‫ࣽ཮ޗ‬ᏢሦୱǴΨቹៜ๱ ࡹ‫ݯ‬ǵ࿶ᔮᆶΓᜪ‫ޑ‬Ӛᜪࢲ୏ǴࣁӢᔈ਻ংᡂᎂ᝼ᚒǴౢ཰ࣚǵᏢೌሦୱаϷࡹ ۬ൂՏ฻࣬ᜢሦୱ࣬ᝩ‫׫‬Ε೚ӭၗྍ(Punter, Ochando-pardo & Garcia, 2011)Ƕ਻ ংᡂᎂჹᕉნᆶ‫ޑ཮ޗ‬ቹៜǴό໻ࢂӦౚᕉნ‫س‬಍‫ޑ‬ᡂϯǴ‫ࢂ׳‬ԵᡍΓᜪᔈӵՖ ೸ၸ‫ೌמ‬ǵ࿶ᔮǵғࢲБԄ‫ࡹک‬฼‫ׯޑ‬ᡂٰय़ჹ਻ংᡂᎂ (Moss et al., 2010)Ƕӧ ᏢೌሦୱύǴଯ฻௲‫ػ‬ᐒᄬߛሡ஥ሦԃᇸᏢηय़ჹ਻ংᡂᎂ‫܌‬஥ٰ‫ޑ‬ӒᐒǴᕕှ ୢᚒ‫ޑ‬ਡЈǵ࣪ࡘᕉნউ౛ᆶೢҺཀ᛽ǵ‫ڀ‬ഢ୷ҁ‫ૈޕ‬Ǵ٠ᑈཱུว৖ፓ፾Бଞᆶ Ь୏ୖᆶ෧጗БਢǴωૈ୻ᎦԖᕉნೢҺག‫ޑ‬Ϧ҇ǵࣁΓᜪЎܴ໒‫ܗ‬рᙯᐒȐ௲ ‫ػ‬೽ᕉნߥៈλಔǴ2012ȑǶ௲‫ػ‬ёа٬Ꮲғཀ᛽‫ډ‬Ծρӧ҂ٰғࢲύ‫ת‬ᄽ๱ᜢ ᗖ‫ف‬ՅǴයࡑᏢғૈख़ཥ‫ۓ‬က۳ࡕ‫ޑ‬ғࢲБԄǴ٠ှ،Γᜪ྽߻‫܌‬य़ᖏ‫ޑ‬ୢᚒ (Anderson, 2012)Ƕ. 1.

(11) ଯ฻௲‫ػ‬ᐒᄬ٩ӚԾ஑཰ϩԋኧᅿሦୱǴ‫ځ‬ύᕉნ࣬ᜢ‫܌س‬ӧ਻ংᡂᎂࣴ‫ز‬ ύ‫ת‬ᄽᜢᗖ‫ف‬ՅǶӧᕉნ࣬ᜢ‫܌س‬ύǴᕉნπำࣚᔈҔࣽᏢচ౛Ϸπำ‫ೌמ‬Ǵᙖ җπำБ‫੃ݤ‬෧Ϸٛ‫ݯ‬ᕉნԦࢉǵ‫ׯ‬๓ᕉნࠔ፦Ǵၨ๱ख़ᕉნୢᚒϣ৒‫ޑ‬ೀ౛ ȐGaur, 2008ǹ଼݅ΟǴ2012ȑ ǹᕉნ௲‫ࣚػ‬ख़ຎԾฅᆶ‫཮ޗ‬ᕉნ‫ޑ‬᏾ᡏ‫܄‬ǴЪࣁ ΋ᅿሽॶ௲‫ػ‬ǴၮҔ௲‫ػ‬Б‫ݤ‬ၲ‫ډ‬Ꮲಞᕉნ࣬ᜢ‫ޕ‬᛽Ǵ٠ᔉளӵՖ௦‫ڗ‬ᕉნՉ୏ ᆶୢᚒှ،‫ޑ‬Ҟ኱Ǵࣁߥៈᕉნ‫ޑ‬π‫ڀ‬ϐ΋Ǵ๱ख़‫ܭ‬௲‫ޑػ‬ၸำȐPotter, 2010ǹ Stapp, 1969ǹླྀ߷ࡹǴ1998ȑ Ƕᗨฅ‫ٿ‬ᜪဂΓ঩ӧၸำύၮҔ‫ޑ‬БԄόӕǴՠനಖ Ҟ‫ࣁࣣޑ‬ှ،ᕉნୢᚒǴ‫ׯ‬๓ᕉნࠔ፦Ƕ ଯ฻௲‫ػ‬ᐒᄬ೸ၸόӕ‫ޑ‬ፐำ೛ीа୻‫ػ‬ΓωǴӢԜӚ‫܌س‬ӧೕჄ‫ځ‬ፐำਔǴ ֡೛‫ۓ‬Αऩυ໨ਡЈૈΚ(core competence)ǴᡣᏢғᏢಞ‫ډ‬஑཰ሦୱ‫ޑ‬ਡЈૈΚ ࢂᜢᗖ‫܌‬ӧǶਡЈૈΚᜢ߯‫ډ‬Ꮲғ‫ޑ‬ወૈ໒วᆶ੝፦Ϸय़ჹୢᚒϐှ،ૈΚȐֆ మξǴ2011ȑǶჹ‫ܭ‬ᕉნ࣬ᜢ‫܌س‬ᏢғԶ‫ق‬Ǵஒ‫ױ‬ᜢᏢғૈցှ،ᕉნୢᚒϷ਻ ংᡂᎂፂᔐ‫ૈޑ‬ΚǶ. ಃΒ࿯ġ ࣴ‫୏ز‬ᐒ Ӛ‫܌س‬ፐำਡЈૈΚ‫ޑ‬೛‫ۓ‬ᆶᏢғаϷ҂ٰ‫཮ޗޑ‬ว৖ԖஏϪᜢ߯Ƕଯ฻௲ ‫ػ‬ᐒᄬ‫ڀ‬Ԗ୻‫ػ‬ΓωǵᏢೌࣴ‫ޑ୍ܺ཮ޗکز‬фૈǴ‫׳‬ుుቹៜ‫ډ‬୯ৎࡌ೛Ϸ‫ޗ‬ ཮ว৖ȐֆమξǴ2011ȑǶय़ჹ‫ޕ‬᛽‫׳ޑ‬ඹǴᏢғவᏢਠ౥཰ࡕǴӧᏢਠ‫܌‬Ꮲ‫ޑ‬ ‫ޕ܈ૈמ‬᛽೿ёૈِೲ೏ඹඤ‫׳܈‬ཥፕᗺǴӢԜᏢғሡ‫ڀ‬ഢӚ‫܌س‬ӧೕჄ‫ځ‬ፐำ ਔ‫܌‬೛‫ۓ‬ϐਡЈૈΚǴω‫ى‬аӧ҂ٰᛙ଼ว৖ȐቅߎξǴ2011ȑǶ ਻ংᡂᎂࢂΓᜪ‫܌཮ޗ‬य़ᖏ‫ޑ‬ᝄ৚ࡷᏯϐ΋ǴȨ௲‫ػ‬ȩӧ‫ځ‬ύߡ‫ת‬ᄽΑᜢᗖ ‫ف‬ՅǴό໻ࢂග‫࣬ٮ‬ᜢ‫ޕޑ‬᛽ᆶ‫ૈמ‬Ǵ‫׳‬ᔈ௖૸҉ុว৖ᆶ௲‫ػ‬໔‫ޑ‬ೱ่(Bangay ȿ Blum, 2010)Ƕᙖҗ௲‫ޑػ‬БԄёаቹៜᏢғჹ‫ុ҉ܭ‬ว৖ǵ਻ংᡂᎂϷᕉნ ௲‫ػ‬฻᝼ᚒ‫ૈמޑ‬ǵᄊࡋᆶՉࣁ(Anderson, 2012)Ƕᖄӝ୯௲ࣽЎಔᙃ(The United Nations Organization for Education, Science and Culture, UNESCO)‫ ܭ‬2005 ԃ໒‫ۈ‬ ௢୏҉ុ௲‫ػ‬Μԃीฝ(The Decade of Education for Sustainable Development, ESD)Ǵයఈӧ೭ࣁයΜԃ‫ޑ‬ीฝύǴပჴӄౚ҉ុว৖௲‫ػ‬Ǵ٠‫ ܭ‬2009 ԃӆ௢ ୏Ȩ਻ংᡂᎂ҉ុว৖௲‫ػ‬ȩ(Climate Change Education for Sustainable Education, CCESD)Ǵ‫׳‬уமፓȨ௲‫ػ‬ȩࣁӢᔈ਻ংᡂᎂϐᜢᗖǶҗԜё‫ޕ‬ǴӧᏢਠ௲‫ػ‬ύ य़ᖏ‫ޑ‬ཥࡷᏯࢂѸ໪୻Ꭶр‫ڀ‬Ԗ਻ংᡂᎂનᎦϐᏢғǴЀ‫ࢂځ‬ଯ฻௲‫ػ‬ύᆶᕉნ ‫ޔ‬ௗ࣬ᜢ‫܌سޑ‬Ȑ‫ߜە׵‬฻ΓǴ2013ȑǶ નᎦ(Literacy)ёբࣁᕕှࢌሦୱำࡋϐຑ‫ۓ‬኱ྗǴ٠ຎࣁ௲‫ڀޑػ‬ᡏԋ݀Ǵ ԶගϲϦ҇‫਻ޑ‬ংનᎦǴԖշ‫ܭ‬౛ှӄౚ‫ޑ‬ᡂϯаϷΓᜪࢲ୏ჹӦౚ‫س‬಍೷ԋ‫ޑ‬ ቹៜ(Harrington, 2008)ǶҞ߻୯ሞ΢‫ࡰ܌‬ϐ਻ংનᎦӭኧϝᆫข‫ࣽܭ‬Ꮲ‫ޕ‬᛽ǴӵǺ ऍ ୯ ୯ ৎ ੇ ࢩ ᄤ ε ਻ ᕴ ࿿ (National Oceanic and Atmospheric Administration, NOAA)‫܌‬ගр‫਻ޑ‬ংࣽᏢનᎦǴၨϿගϷ਻ংᡂᎂ࣬ᜢ‫཮ޗޑ‬ǵ࿶ᔮᆶΓЎय़ 2.

(12) ӛǶᗨฅ਻ংᡂᎂનᎦමӧऩυ໨Ҟр౜Ǵՠ҂Ԗ‫ؼ‬ӳ‫ޑ‬᏾౛ǶӢԜǴᔈаȨ਻ ংᡂᎂࣁਡЈ‫ޑ‬ᕉნનᎦȩࣁᏤӛǴࡌҥ਻ংᡂᎂનᎦǴբࣁ਻ংᡂᎂ௲‫ޑػ‬ᔠ ᡍࡰ኱Ȑယ‫ݒ‬၈ǵഋࡌύǵഋ៪ЎǵᇳቼӀǴ2012ȑǶ ҁࣴ‫ز‬᏾౛౜ԖᕉნનᎦ࣬ᜢЎ᝘ว౜ǴҞ߻εӭኧ‫ࢂزࣴޑ‬аόӕᏢ‫ޑڋ‬ Ꮲғ຾Չᕉნ‫ޕޑ‬᛽ǵᄊࡋᆶՉࣁཀӛፓࢗǴၨϿᒧ᏷੝‫ۓ‬᝼ᚒ‫܈‬ሦୱ຾Չፓࢗ Ϸϩ‫݋‬Ǵ‫ך‬୯ΨᗲϿԖଞჹεᏢғჹӄౚཪϯ᝼ᚒ‫ޑ‬ᇡ‫ޕ‬ǵ௃ཀϷՉ୏ӄय़‫ޑ܄‬ ௖૸ᆶࣴ‫ز‬Ȑ‫ڬ‬Ꮒǵዐలើǵֆ۸ֻǴ2013ȑǶࣴ‫ޣز‬εᏢਔය൩᠐ᕉნπำᏢ ‫س‬Ǵࣴ‫܌ز‬ਔ൩᠐ᕉნ௲‫܌زࣴػ‬Ǵӧ೭ය໔ᢀჸว౜Ǻᕉნπำ࣬ᜢࣴ‫܌ز‬ϐ ፐำ೛‫ۓ‬ၨख़ຎ‫ޕ‬᛽‫ޑ‬ಕᑈǹԶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬೛‫ۓ‬ϐፐำ߾ၨୃӛᄊࡋϷ Չࣁ‫ޑ‬ᎦԋǶΒ‫ޣ‬ӚԖ‫ߏ܌‬Ǵՠჹ‫ܭ‬҂ٰᕉნୢᚒǴᕉნ࣬ᜢ‫܌س‬Ꮲғᔈ‫ڀ‬ഢֹ ᏾ࡘᆢϷૈΚǴωૈวචӚԾ஑཰ǶᕉნπำᆶࣽᏢࣁᕉნ௲‫୷ޑػ‬ᘵǴᗨฅӕ ឦᕉნ࣬ᜢሦୱǴՠϝԖ‫ځ‬ቫભᜢ߯Ȑယ‫ݒ‬၈Ǵ2012ȑǶ౜Ϟᕉნ࣬ᜢࣴ‫ز‬۳۳ ࣚ‫ࣁۓ‬ᕉნπำᆶࣽᏢǴԶ΢Տ‫ف‬Յ‫ޑ‬ᕉნ௲‫ػ‬ᗨࢂ‫ځ‬ύ΋ᕉǴՠ࿶த೏аᕉნ πำ‫܈‬ᕉნࣽᏢ฻ཷ‫ڗۺ‬жǴჹᕉნ௲‫૸ޑػ‬ፕၨϿǶ ᆕӝа΢Ǵଯ฻௲‫ػ‬ᐒᄬᔈ୻Ꭶ‫ڀ‬Ԗ஑཰ਡЈૈΚ‫ޑ‬ᏢғǴ‫ځ‬ύǴᕉნ࣬ᜢ ‫਻ࣁ׳܌س‬ংᡂᎂ௲‫زࣴػ‬ύ‫ޑ‬ख़ाᕉ࿯Ǵ୻Ꭶр‫ޑ‬Ꮲғᔈ‫ڀ‬ഢჹ‫਻ܭ‬ংᡂᎂϐ ֹ᏾નᎦǴаӢᔈ҂ٰϐሡ‫؃‬ᆶࡷᏯǶӢԜǴҁࣴ‫׆ز‬ఈ೸ၸፓࢗᕕှᕉნπำ ᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ‫਻ޑ‬ংᡂᎂનᎦǴᔠຎӚ‫܌س‬ਡЈૈΚ‫ޑ‬೛‫ۓ‬ᆶ਻ং ᡂᎂનᎦϐ໔‫ޑ‬ᜢ߯Ǵ٠ᕕှ‫܌س‬ਡЈૈΚ೛‫ۓ‬ᆶ਻ংᡂᎂનᎦ߄౜ৡ౦ϐচӢǴ аගр฼ౣǴයࡑᕉნ࣬ᜢ‫܌س‬ᏢғૈᏱԖ‫ֹ׳‬᏾Ъӄय़‫ૈޑ‬Κय़ჹ҂ٰࡷᏯǶ. ಃΟ࿯ġ ࣴ‫ز‬Ҟ‫ޑ‬ ҁࣴ‫ز‬೸ၸୢ‫ڔ‬ፓࢗǴϩձᕕှᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ‫਻ޑ‬ং ᡂᎂનᎦǴӆᔠຎԜ‫ٿ‬ᜪࣴ‫܌ز‬ਡЈૈΚ‫ޑ‬೛‫ۓ‬ᆶ‫ځ‬Ꮲғ਻ংᡂᎂનᎦϐ໔‫ޑ‬ᜢ ߯Ϸ‫ځ‬ৡ౦চӢǴයఈ೸ၸࣴ‫ز‬ԋ݀ၲ‫ډ‬ΠӈҞ‫ޑ‬Ǻ ΋ǵፓࢗᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ‫਻ޑ‬ংᡂᎂનᎦ౜‫ݩ‬Ƕ Βǵ௖૸ᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ϐਡЈૈΚᆶᏢғ਻ংᡂᎂનᎦ߄౜ ϐᜢ߯Ƕ Οǵᕕှᕉნπำᆶᕉნ௲‫ٿػ‬ᜪဂࣴ‫܌ز‬Ꮲғ਻ংᡂᎂનᎦ߄౜ৡ౦ϐচӢǶ. 3.

(13) ಃѤ࿯ġ ࣴ‫ز‬ୢᚒ ҁࣴ‫ࣁز‬௖૸ᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ‫਻ޑ‬ংᡂᎂનᎦǴϷᔠຎ Ԝ‫ٿ‬ᜪࣴ‫܌ز‬ਡЈૈΚ‫ޑ‬೛‫ۓ‬ᆶ਻ংᡂᎂનᎦϐ໔‫ޑ‬ᜢ߯Ǵ٠ᕕှ‫ٿ‬ᜪဂ‫਻܌س‬ ংᡂᎂનᎦ߄౜ৡ౦ϐচӢǶ٩Ᏽࣴ‫ز‬Ҟ‫ޑ‬ǴගрѤ໨ࣴ‫ز‬ୢᚒǺ ΋ǵᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғϐ਻ংᡂᎂનᎦ౜‫ࣁݩ‬Ֆǻ Βǵᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғϐ਻ংᡂᎂ‫ޑ‬નᎦࢂցԖৡ౦ǻ Οǵᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ϐਡЈૈΚᆶᏢғ਻ংᡂᎂનᎦ߄౜ϐᜢ ߯ࣁՖǻ Ѥǵᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ਻ংᡂᎂનᎦ߄౜ৡ౦চӢࣁՖǻ. ಃϖ࿯ġ ࣴ‫ز‬ጄൎᆶज़‫ڋ‬. ΋ǵࣴ‫ز‬ጄൎ ҁࣴ‫ز‬а‫ך‬୯ᕉნπำ࣬ᜢࣴ‫܌ز‬ᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ᅺγ੤Ꮲғࣁჹ ຝǴӧчǵύǵࠄϷܿ೽Ӧ୔ҥཀ‫ڗ‬ኬǶЇҔࣽ‫מ‬೽Ȩ਻ংᡂᎂનᎦಎਥᆶૈྍ ฼ౣΓω௴วፐำࣴวीฝǺૈྍ௲‫ػ‬ኳࠠᆶ໦ᆄ໒‫ܫ‬Ԅ،฼ϩ‫݋‬ኳಔ‫ޑ‬Ҭϕၮ ҔȩȐаΠᙁᆀࣽ‫מ‬೽਻ংᡂᎂનᎦीฝȑύ‫ޑ‬નᎦ౜‫ݩ‬ፓࢗୢ‫ڔ‬ໆ߄Ǵঅ‫ࡕׯ‬ բࣁࣴ‫ز‬π‫ڀ‬຾Չፓࢗǹ೸ၸӚ‫ۓु܌س‬ϐਡЈૈΚϩ‫݋‬Ǵᕕှᕉნ࣬ᜢ‫܌س‬ਡ ЈૈΚ೛‫ۓ‬ᆶ਻ংᡂᎂનᎦ౜‫ݩ‬ϐ໔‫ޑ‬ᜢ߯ǹ٠ᆶ‫ڀ‬Ԗᕉნπำᆶᕉნ௲‫ػ‬ङඳ Γ঩຾ՉೖፋǴᘜયрᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ਻ংᡂᎂનᎦ߄౜ৡ ౦ϐচӢǶ Βǵࣴ‫ز‬ज़‫ڋ‬ (΋) ࣴ‫ز‬ჹຝϐȨᕉნπำȩᆶȨᕉნ௲‫ػ‬ȩΒᜪဂϐ‫ۓ‬ကǴ٬Ҕ௲‫ػ‬೽Ȩ102 ᏢԃࡋεᏢਠଣϩᜪ΋ំ߄ȩ(2013)բࣁϩᜪ٩ᏵǴՠᕉნ‫఼܌‬ᇂ‫܌س‬ ӭϡǵጄᛑཱུቶǴࡺᜤа៝Ϸ‫܌‬Ԗᆶᕉნ࣬ᜢ‫܌س‬Ƕ (Β) ҁԛનᎦፓࢗϐ‫ڮ‬ᚒឦ‫ܭ‬΋૓‫܄‬೯᛽ࠠୢᚒǴค‫៝ݤ‬Ϸᕉნπำᆶᕉნ ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ‫܌‬Ꮲಞϐ஑཰ࣽҞǶ. 4.

(14) (Ο) ҁࣴ‫ز‬ϐ਻ংᡂᎂનᎦፓࢗǴࣴ‫ز‬ჹຝࣁᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫ز‬ ‫܌‬ᏢғǴՠ‫ڙ‬ज़‫ܭ‬ΓΚǵ‫ނ‬Κᆶਔ໔ӢનԵໆǴค‫ݤ‬ჹ‫ٿ‬ᜪဂ‫܌‬ԖᏢғ ຾ՉදࢗǶ. ಃϤ࿯ġ Ӝຒ‫ۓ‬က ࣁ٬ҁࣴ‫ز‬ύ٬ҔϐӜຒ‫ۓ‬ကܴዴǴ૟ஒख़ाӜຒࣚ‫ۓ‬ӵΠǺ ΋ǵਡЈૈΚ(core competence) ਡЈૈΚ़ғԾ௲‫ػ‬Ҟ኱ǴΏᏢғ‫ܭ‬౥཰ਔᔈၲԋᙍఱᆶ஑཰ԋ൩‫ૈޑ‬Κᆶ ‫ޕ‬᛽Ǵջय़ჹ҂ٰᕉნᆶ‫཮ޗ‬ᔈ‫ڀ‬ഢ‫ޑ‬੝‫ޕۓ‬᛽ǵ‫ೌמ‬ϷᄊࡋȐ‫ڷ׵‬஖Ǵ2010ȑ Ƕ Ȩ଄ი‫ݤ‬Γଯ฻௲‫ػ‬ຑ᠘ύЈ୷ߎ཮ȩஒਡЈૈΚှញࣁᏢғ౥཰‫ڀૈ܌‬ഢϐ஑ ཰‫ૈޕ‬Ȑ଄ი‫ݤ‬Γଯ฻௲‫ػ‬ຑ᠘ύЈ୷ߎ཮Ǵ2011ȑǶਡЈૈΚ‫ࢎޑ‬ᄬёբࣁፐ ำೕጄ‫ޑ‬኱ྗǴዴߥፐำ఼ᇂय़ӛ಄ӝሡ‫(؃‬Sonstein, 2014)Ƕҁࣴ‫ز‬ϐਡЈૈΚǴ ߯ࡰӚ‫୻ࣁ܌س‬ᎦᏢғय़ჹ҂ٰᕉნᆶࡷᏯ‫ۓु܌‬ϐ੝‫ޕۓ‬᛽ǵᄊࡋϷ‫ૈמ‬Ƕ Βǵᕉნπำ࣬ᜢࣴ‫܌ز‬ ٩Ᏽ௲‫ػ‬೽Ȩ102 ᏢԃࡋεᏢਠଣϩᜪ΋ំ߄ȩǴπำᏢߐᕉნπำᏢᜪࣴ ‫܌ز‬Ǵࢂࡰ୻Ꭶᕉნߥៈ࣬ᜢሦୱϐπ཰Ԧࢉٛ‫ೌמڋ‬ǵπำᆅ౛ǵπ཰ӼӄϷ π཰ፁғϐ௲Ꮲǵࣴ‫ز‬Ϸჴ୍Γωϐ‫܌س‬ǶҞ߻‫ך‬୯ᕉნπำ࣬ᜢࣴ‫܌ز‬ӅԖ 29 ‫܌‬Ǵх֖΋૓εᏢ 14 ‫܌‬ǵ‫מ‬ᙍεᏢ 14 ‫܌‬аϷৣጄεᏢ 1 ‫܌‬Ƕ Οǵᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ ٩Ᏽ௲‫ػ‬೽Ȩ102 ᏢԃࡋεᏢਠଣϩᜪ΋ំ߄ȩǴᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬х֖ ᕉნߥៈᏢߐᕉნၗྍᏢᜪǴаϷ௲‫ػ‬ᏢߐᕉნࣽҞ௲‫ػ‬Ꮲᜪ‫܌زࣴޑ‬Ǵᕉნၗ ྍᏢᜪ‫୻܌س‬ᎦᏢғ‫ڀ‬ഢ୷ᘵғᄊǵᕉნᏢ‫ޕ‬᛽Ǵ่ӝᕉნᆶၗྍ࿶ᔼǵπำ‫מ‬ ೌǵߥ‫ػ‬ϷᔈҔǴԵቾӄౚᕉნୢᚒว৖ᖿ༈ᆶҁ୯ᕉნǵғᄊϷၗྍଛ࿼ୢᚒ ϐ੝‫܄‬Ǵ୻‫زࣴڀػ‬Ϸϩ‫ૈ݋‬Κϐၗྍ࣬ᜢΓωǹᕉნࣽҞ௲‫ػ‬Ꮲᜪ߾ࢂ୻Ꭶᕉ ნࣽҞ௲‫ৣػ‬ၗᆶࣴ‫ز‬஑཰ΓωǶҞ߻‫ך‬୯ᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬ӅԖ 12 ‫܌‬Ǵх ֖΋૓εᏢ 5 ‫܌‬ǵ‫מ‬ᙍεᏢ 3 ‫܌‬аϷৣጄεᏢ 4 ‫܌‬Ƕ. 5.

(15) Ѥǵ਻ংᡂᎂનᎦ(Climate Change Literacy) ࣽ‫מ‬೽਻ংᡂᎂનᎦीฝύ‫਻ࡰ܌‬ংᡂᎂનᎦ߳ज़‫ࣽܭ‬Ꮲ௲‫ػ‬ጄᛑύǴЪঋ ៝‫཮ޗ‬௲‫ػ‬ǴନΑ‫׆‬ఈࡌҥᏢғᆶ‫཮ޗ‬ε౲ჹ‫਻ܭ‬ংᡂᎂ᝼ᚒ࣬ᜢࣽᏢ٣ჴ‫ޑ‬౛ ှǴΨமϯ‫ځ‬ჹ‫࣬ܭ‬ᜢΓЎ‫ޗ‬࿶᝼ᚒ‫ޑ‬ᇡ᛽Ǵࢂа਻ংᡂᎂࣁਡЈϐᕉნનᎦȐယ ‫ݒ‬၈฻ΓǴ2012ȑǶ ҁࣴ‫ز‬ϐ਻ংᡂᎂનᎦǴࢂࡰ೸ၸࣽ‫מ‬೽਻ংᡂᎂનᎦीฝ‫ࡌ܌‬ҥϐࡰ኱ࣁ π‫ڀ‬Ǵፓࢗᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ౛ှᕉნǵ࿶ᔮϷ‫཮ޗ‬ᆶ਻ংᡂ ᎂ໔‫࣬ޑ‬ϕᜢ߯Ǵёຎࣁ௲‫ػ‬ϐ‫ڀ‬ᡏԋ݀Ƕ. 6.

(16) ಃΒകġ Ў᝘ӣ៝ ҁࣴ‫ࣁز‬௖૸ᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ਻ংᡂᎂનᎦϷᔠຎ‫ځ‬ ਡЈૈΚ‫ޑ‬೛‫ۓ‬ᆶ਻ংᡂᎂનᎦϐ໔‫ޑ‬ᜢ߯Ǵ٠ᕕှ‫ٿ‬ᜪဂ‫਻܌س‬ংᡂᎂનᎦ߄ ౜ৡ౦ϐԋӢǴ‫ܭ‬ҁകӣ៝࣬ᜢࣴ‫ز‬ǴӃ౛ှ਻ংᡂᎂ‫୷ޑ‬ҁཷ‫ۺ‬Ǵჹ‫਻ܭ‬ংᡂ ᎂԖ୷ҁ‫ޑ‬౛ှࡕǴᝩԶᕕှ਻ংᡂᎂનᎦϐว৖Ϸ࣬ᜢፓࢗǴനࡕ௖૸‫܌س‬ϐ ਡЈૈΚǶ. ಃ΋࿯ġ ਻ংᡂᎂ୷ҁ౛ှ. ΋ǵ਻ংᡂᎂϐཷ‫ۺ‬ᆶፂᔐ ӦౚࢂҞ߻Γᜪ௖઩ӹۖύǴ୤΋Ӹӧᙦ൤ғ‫ޑڮ‬ϺᡏǴӦౚૈѫ‫ػ‬ғ‫ڮ‬ϐ চӢߡࢂȨНȩ ǶНᙟᇂӦౚ߄य़ᑈ‫ ޑ‬71%Ǵӧ֎ԏϼ໚໺ሀϐૈໆࡕǴౢғΑ నᄊǵ਻ᄊᆶ‫ڰ‬ᄊΟ࣬НൻᕉǴӆ࿶җ਻୮ǵβ୮Ϸғ‫ނ‬୮฻೚ӭፄᚇӢηҬϕ բҔǴу΢Ӧౚ໼௹ǵ௽ᙯᆶੇഌϩѲ‫࣬ޑ‬ϕቹៜǴԶ‫׎‬ԋ౜Ϟ਻ংϐ୏ᄊ‫س‬಍Ƕ ਥᏵऍ୯୯ৎ਻ຝֽ(National Weather Service)‫ۓ‬က(2014)Ǻ਻ং(climate)߯ࡰ੝ ‫ۓ‬ਔຯ‫ک‬Ӧ୔‫ޑ‬ѳ֡Ϻ਻‫ݩރ‬Ƕ ‫܌‬ԖൻᕉύǴૈໆࢂ΋Ϫၮբ‫ޑ‬ਥྍǶӦౚ‫ૈޑ‬ໆЬाٰԾ‫ܭ‬ϼ໚Ǵϼ໚‫ޑ‬ ૈໆᙖҗอ‫ݢ‬ᒟ৔‫ޑ‬БԄ໺ሀԿε਻ቫύǴ‫ځ‬ύऊ 49%‫ૈޑ‬ໆ೏Ӧ߄֎ԏǴ‫ځ‬Ꭹ ࣣаߏ‫ݢ‬ᒟ৔БԄញрǶε਻ύऩυᅿྕ࠻਻ᡏஒ೽ϩૈໆ֎ԏǴ٬ε਻ቫቚྕǴ Ԝ΋ख़ा౜ຝջࣁȨྕ࠻ਏᔈȩ Ǵྕ࠻ਏᔈ٬Ӧౚ‫ޑ‬ѳ֡ྕࡋᆢ࡭ӧឪМ 15 ࡋǴ ᡣ࿤‫ނ‬ளағӸǹঃऩѨѐΑྕ࠻਻ᡏǴӦౚ߄य़ϐ౛ፕྕࡋ཮फ़ԿऊឪМॄ 19 ࡋǴ٬ε೽ϩғ‫ނ‬ค‫ݤ‬ғӸǴև౜рᄒฅόӕ‫ޑ‬Ӧౚࠠᄊ(National Aeronautics and Space Administration [NASA], 2014)Ƕ Ӧౚᆶ‫ځ‬дϺᡏനε‫ޑ‬όӕߡࢂѫ‫ػ‬Αᙦ൤‫ޑ‬ғ‫ڮ‬ǶനԐ‫ൂޑ‬ಒझғ‫ڮ‬р౜ ‫ܭ‬ຯϞऊ 40 ሹԃ߻Ǵൂಒझғ‫ڮ‬࿶ᐕคኧԛᄽϯࡕԋࣁӭಒझғ‫ނ‬ǴΓᜪӧຯ Ϟऊ 200~300 ࿤ԃ߻ωр౜‫ܭ‬ӦౚǶΓᜪ࿶ᐕߏਔ໔Ўܴᆶࣽ‫ޑמ‬ว৖ࡕǴ‫ ܭ‬18 Шइวғπ཰ॠ‫ڮ‬ǴჹՋБ‫཮ޗ‬ᆶЎϯౢғख़εᡂॠǶΓᜪғౢ໒‫ۈ‬җΓΚǵ੬ Κၸ෠ԿᐒఓǴࢂғౢᆶࣽ‫ޑמ‬ॠ‫ڮ‬ǶӚ୯ഌុ຾Επ཰ϯਔයࡕǴΓᜪ໒‫ۈ‬ε ೕኳᇙ೷ǵғౢǴ٠εໆ੃઻ၗྍǴᗨฅ஥ٰΑᕷ౰‫ޑ‬࿶ᔮว৖ǴՠΨ੃઻εໆ ‫ޑ‬ၗྍǴ຾Զౢғᕉნୢᚒ(Ehrlich & Ehrlich, 2013)Ƕ. 7.

(17) Ծ 1750 ԃπ཰ॠ‫ڮ‬аٰǴΓᜪεໆᐯᐨϯҡᐯ਑Ǵ௨‫ܫ‬Β਼ϯᅹǵҘ₧ǵ ਼ϯ٥ේ฻ྕ࠻਻ᡏǴ٬‫ځ‬ӧ‫਻ޜ‬ύ‫ޑ‬ᐚࡋ೴ᅌ΢ϲǴᏤठӄౚཪϯ‫਻܈‬ংᡂᎂ ‫ޑ‬౜ຝǴྕ࠻ਏᔈόӆࢂൂપ‫ޑ‬Ծฅ౜ຝȐ଼݅ΟǴ2005ȑ ǶIPCC 2013 ԃ‫ޑ‬ൔ֋ ਜࡰрǺ2011 ԃε਻ύΒ਼ϯᅹǵҘ₧ǵ਼ϯ٥ේ‫ޑ‬ᐚࡋϩձຬрπ཰ॠ‫ޑ߻ڮ‬ 40%ǵ150%ǵ20%ǹஒ౜Ϟྕ࠻਻ᡏᐚࡋᆶӇ޻ύ‫਻ޜ‬ԋҽ࣬КǴӧၸѐ 80 ࿤ ԃٰǴவ҂ၲ‫ډ‬ӵԜଯᐚࡋǶԾ 1750 ԃԿ 2011 ԃ໔ǴΓᜪᐯᐨϯҡᐯ਑Ϸғౢ Н‫ݝ‬Ӆ௨‫ܫ‬ऊ 3,750 ሹᏒ‫ޑ‬ᅹԿε਻ύǴԶࣶҵහ݅‫ځک‬дβӦճҔ՗ी௨‫ܫ‬ 1800 ሹᏒǴಕᑈΓࣁᅹ௨‫ܫ‬ໆऊ 5,550 ሹᏒ(IPCC, 2013)Ƕ ߈ԃٰǴШࣚӚӦਔதӢ਻ং౦த೷ԋཱུᆄϺ਻Ǵ຾ԶᏤठ‫্ؠ‬วғǶਥᏵ IPCC ൔ֋ਜύ‫ޑ‬᏾౛ၗ਑ (2013)ǺԾ 1950 ԃаٰǴࣽᏢৎᢀჸ‫ډ‬ຫٰຫӭཱུᆄ Ϻ਻‫਻ک‬ং٣ҹ‫ޑ‬วғǴЪᓎ౗ཇᖿᓎᕷǴ‫ٯ‬ӵǺ዗ੁวғӧኻࢪǵ٥ࢪϷᐞࢪ Ӧ୔‫ޑ‬ᓎ౗ቚуǹчऍϷኻࢪஒр౜‫׳‬ᓎᕷ‫ޑ‬மफ़ߘǹ਱ഊើᆶࠄཱུࢪӇচуೲ ᑼှǹчཱུੇӇय़ᑈ‫ז‬ೲᕭ෧ǵੇѳय़࡭ុ΢ϲ฻Ƕऍ୯୯ৎੇࢩᄤε਻ᕴ࿿ (NOAA)ᆶӦౚ‫س‬಍ࣴ‫(࠻ز‬Earth System Research Laboratory, ESRL)‫܌‬ឦ‫ޑ‬হ࠶ Ӯ Mauna Loa ᢀෳઠԾ 1950 ԃଆ໒‫ߏۈ‬යᅱෳε਻ύΒ਼ϯᅹᐚࡋǴӧ 1980 ԃ 5 ДਔΒ਼ϯᅹᐚࡋ໻Ԗ 340ppmǴՠ߈ԃِೲ΢ϲǴ‫ ܭ‬2013 ԃ 5 Д२ࡋᅱෳ‫ډ‬ ௗ߈ 400ppm ‫ޑ‬Ӿঢ়ॶȐӵკ 2-1ȑ Ǵ٬ளΒ਼ϯᅹᐚࡋ‫ޑ‬᝼ᚒӆࡋЇଆШΓ‫ޑ‬ᜢ ‫ݙ‬Ƕ ᆕӝ߻ॊǴΓᜪࢲ୏εໆౢғྕ࠻਻ᡏǴ٬ε਻ύྕ࠻਻ᡏᐚࡋቚуǴྕ࠻ ਏᔈᡂளόӆѝࢂচҁӦౚ΢ᆢ࡭ྕࡋ‫ൂޑ‬પԾฅ౜ຝǴԶࢂ೚ӭཱུᆄϺ਻‫਻ک‬ ং٣ҹ‫ޑ‬໒ᆄǴ໒‫ۈ‬ӒϷΓᜪғӸǶ. კ 2-1 Mauna Loa ᢀෳઠΒ਼ϯᅹᐚࡋ૶ᒵ ၗ਑ٰྍǺNOAA & ESRL 2014. 8.

(18) Βǵ਻ংᡂᎂ‫ޑ‬Ӣᔈჹ฼ Ԗ᠘‫ܭ‬ӄౚ਻ংᡂᎂჹ‫ܭ‬Γᜪ‫܌‬೷ԋϐፂᔐ‫ޑ‬ᝄख़‫܄‬Ǵᖄӝ୯ӧ 1992 ԃ೯ ၸȨᖄӝ୯਻ংᡂᎂᆜाϦऊȩ(United Nations Framework Convention on Climate Change, UNFCCC)Ǵ‫ځ‬നಖҞ኱ࣁȨஒε਻ύྕ࠻਻ᡏ‫ޑ‬ᐚࡋᛙ‫ۓ‬ӧٛЗ਻ং‫س‬ ಍‫ډڙ‬Ӓᓀ‫ޑ‬ΓࣁυᘋНѳ΢Ƕ٬ғᄊ‫س‬಍ૈԾฅӦ፾ᔈ਻ংᡂᎂǵዴߥᙂ१ғ ౢխ‫ુ࠶ܭ‬٠٬࿶ᔮளаᝩុว৖ǶȩԶ IPCC բࣁ਻ংᡂᎂࣴ‫ز‬ന‫࠶៾ڀ‬ϐ୯ ሞࣽᏢಔᙃǴ༼᏾ٰԾӄౚϷ୔ୱ‫܄‬ኧίՏ਻ংᡂᎂࣽᏢৎϐࣴ‫ز‬ԋ݀ǴԾ 1990 ԃଆԿ 2013 ԃӅว߄Αϖԛຑ՗ൔ֋(Assessment Report)ǴࢂӄШࣚࣽᏢৎᆶࣴ ‫ز‬Γ঩നਡЈ‫ୖޑ‬Եၗ਑ǶIPCC ‫ޑ‬ຑ՗ൔ֋ό໻ӧ਻ংᡂᎂ‫ޕޑ‬᛽ಕᑈ΢‫ת‬ᄽ ख़ा‫فޑ‬ՅǴΨჹ‫਻ܭ‬ংϦऊ‫ޑ‬ᛝ࿿ᆶࡕុ‫ޑ‬୯ሞፋղଆΑᜢᗖ‫ޑ‬բҔȐ݅ηউǴ 2008ȑǶ ӧ IPCC ൔ֋ਜύஒ਻ংᡂᎂ᝼ᚒϩࣁѤεЬᚒǴхࡴȨ਻ংᡂᎂ‫ނޑ‬౛ࣽ Ꮲ୷ᘵȩ(physical science basis)ǵ Ȩ਻ংᡂᎂ೷ԋ‫ޑ‬ፂᔐȩ(impacts)ǵ Ȩ਻ংᡂᎂ‫ޑ‬ ፓ፾฼ౣȩ(adaptation)ᆶȨ਻ংᡂᎂ‫ޑ‬෧጗Ћࢤȩ(mitigation)Ǵֹ᏾և౜਻ংᡂ ᎂཷ‫ޑۺ‬۶Ԝᜢ߯Ƕ‫ځ‬ύȨ෧጗ȩ߯ࡰаΓࣁБԄυႣǴவྍᓐ໒‫ۈ‬෧Ͽྕ࠻਻ ᡏ‫ޑ‬௨‫ܫ‬ໆ‫܈‬வ҃ᆄቚуྕ࠻਻ᡏ‫ޑ‬ᓯӸໆǴ෧጗਻ংᡂᎂୢᚒวғ‫ޑ‬ೲࡋᆶೕ ኳǹȨፓ፾ȩ߯ࡰࣁΑӢᔈёૈ‫਻ޑ‬ংፂᔐϷቹៜǴӧԾฅ‫܈‬Γᜪ‫س‬಍ύ຾Չፓ ᏾Ǵа෧ᇸӒ্ǴԜ‫ٿ‬εϕံ฼ౣࢂΓᜪҞ߻फ़ե਻ংᡂᎂ॥ᓀ‫ޑ‬ոΚБӛǶԶ ፂᔐ཮ቚуᕉნ‫ૄޑ‬১ࡋǴԶ෧጗Ћࢤૈफ़եፂᔐǴፓ፾฼ౣ߾ࢂࣁΑफ़եᕉნ ૄ১ࡋǴΟ‫ޣ‬ϐ໔۶ԜҬϕቹៜǶ җ‫਻ܭ‬ংᡂᎂ‫఼܌‬ᇂ‫ޕޑ‬᛽ǵ᝼ᚒǵጄᛑቶ‫ݱ‬ǴᇂࡴΑ᏾ঁࣽᏢࣚǴ‫׳‬ᆶ‫ך‬ ॺ‫ޑ‬ғࢲ৲৲࣬ᜢǴऩ҂ుΕᕕှǴᜤа࣮‫ځـ‬ӄᇮ(Sharma, 2012)ǶӢԜ IPCC ஒ਻ংᡂᎂ᝼ᚒ‫࣬ޑ‬ᜢཷ‫ۺ‬ᆕӝǴ٠٩ྣ‫܄ځ‬፦уаϩᜪǴ᏾౛р‫ڀ‬Ԗ࣬ჹቫભ ᜢ߯ϐ਻ংᡂᎂཷ‫ۺ‬კȐӵკ 2-2ȑ Ǵ೚ӭᆶ਻ংᡂᎂ࣬ᜢ‫ޑ‬த‫ـ‬ӜຒӵǺ࿯ૈ෧ ᅹǵᆘࡌᑐǵӆғૈྍ฻ǴΨϩձӧԜཷ‫ۺ‬კύև౜Ǵ‫ځ‬ύϐᜢೱ‫܄‬٠ߚጕ‫܈܄‬ ᙁൂӢ݀ᜢ߯ૈඔॊమཱȐIPCC, 2007ǹယ‫ݒ‬၈Ǵ2010ȑǶ. 9.

(19) კ 2-2. 10. ਻ংᡂᎂཷ‫ۺ‬კ ၗ਑ٰྍǺIPCC, 2007ǹယ‫ݒ‬၈Ǵ2010.

(20) ‫ך‬୯Ӧ౛Տ࿼੝ਸǴϺฅ‫্ؠ‬วғᓎᕷǴШࣚሌՉтՉϐ"Natural Disaster Hotspots: A Global Risk Analysis"ࣴ‫ز‬ൔ֋ύࡰрǺᆵ᡼ӕਔኪ៛‫ܭ‬Ο໨а΢Ϻฅ ‫্ؠ‬ϐβӦय़ᑈϷय़ᖏ‫ુ࠶্ؠ‬ϐΓα֡ଯۚШࣚಃ΋(Word Bank, 2005)Ǵ‫্ؠ‬ ወ༈Ӧ୔ၹϷӄ৞Ƕय़ჹ਻ংᡂᎂёૈᏤठ‫্ؠޑ‬ᆶቹៜǴፓ፾௛ࡼѸ໪ᏃԐ໒ ‫ۈ‬Ǵᡣ॥ᓀനλϯǶ‫ך‬୯ࡹ۬ࣁΑගϲ୯ৎፓ፾ૈΚǴаϷफ़ե‫ૄ཮ޗ‬১ࡋǵࡌ ҥ᏾ӝ‫ޑ܄‬ၮբᐒ‫ڋ‬Ǵु‫ۓ‬ΑȨ୯ৎ਻ংᡂᎂፓ፾ࡹ฼ᆜሦȩǴբࣁࡹ฼ࢎᄬᆶ ीฝ௢୏‫ޑ‬ჴࡼ୷ᘵǴ٠‫ۓڋ‬рΖεࡹ฼Ҟ኱Ǵ‫ځ‬ύΨхࡴΑ਻ংᡂᎂ‫ޑ‬ፓ፾௲ ‫ػ‬ȐՉࡹଣ࿶ᔮࡌ೛‫ہ‬঩཮Ǵ2012ȑ ǶӧԜᆜሦύϩձଞჹ‫্ؠ‬ǵᆢғ୷ᘵ೛ࡼǵ НၗྍǵβӦ٬Ҕǵੇ۞ǵૈྍ‫ٮ‬๏Ϸౢ཰ǵၭ཰ғౢϷғ‫ނ‬ӭኬ‫܄‬Ϸ଼நΖε ሦୱගр਻ংᡂᎂ‫ޑ‬ፂᔐᆶࡷᏯǴӵ߄ 2-1Ƕ. ߄ 2-1. Ӛፓ፾ሦୱፂᔐᆶࡷᏯ. ሦୱ ‫্ؠ‬. ᆢғ୷ᘵ೛ࡼ. ፂᔐᆶࡷᏯ Ǹġ फ़ߘமࡋቚуǴගଯవН॥ᓀϷᏤठᝄख़ϐНβፄӝࠠ‫্ؠ‬ Ǹġ ߟᆵረ॥ᓎ౗ᆶமࡋቚуǴፂᔐٛ‫ؠ‬ᡏ‫س‬ϐᔈᡂᆶൺচૈΚ฻ Ǹġ ख़ाᆢғ୷ᘵࡌ೛( ૈྍ‫ٮ‬๏೛ࡼǵ‫ٮ‬НϷНճ‫س‬಍ǵҬ೯‫س‬಍ǵ೯ૻ‫س‬ ಍) Ӣ୔ՏόӕǴ‫্ؠڙ܌‬ᜪࠠϷཞѨҭό࣬ӕ Ǹġ फ़ߘࠠᄊϷНЎ੝‫ׯ܄‬ᡂǴගଯ‫ݞ‬οᙦ࢏ৡ౦Ϸፄӝࠠ‫্ؠ‬॥ᓀ. Нၗྍ. Ǹġ ਻ংϷߘໆ‫ׯ‬ᡂǴቹៜឲ෸ሡНໆғࢲϷౢ཰ҔНໆǴ٬ளНၗྍፓࡋ֚ ᜤ Ǹġ ‫ݞ‬οࢬໆཱུᆄϯΠǴ‫ݞ‬οН፦ҭ‫ڙ‬ቹៜ. βӦ٬Ҕ. ੇ۞. Ǹġ ཱུᆄ਻ংǴ٬ᕉნૄ১ᆶ௵གำࡋ࣬ჹගଯǴँᡉβӦၗྍၮҔӼӄ‫܄‬ख़ ा‫܄‬฻ Ǹġ ੇѳय़΢ϲǴচԖੇ۞ٛៈπำǵඳᢀϷၗྍᎁ‫ڙ‬ઇᚯǴ٠೷ԋ୯βࢬѨ ฻ Ǹġ ૈྍሡ‫؃‬วғᡂϯǴёૈค‫ݤ‬ᅈ‫ى‬Ӿঢ়ॄၩሡ‫؃‬. ૈྍ‫ٮ‬๏Ϸౢ཰. Ǹġ Ӛౢ཰ϐૈྍԋҁᆶ‫ٮ‬ᔈ‫ڙ‬ፂᔐ Ǹġ Ҿ཰ϐ୷ᘵ೛ࡼ‫਻ڙ‬ংᡂᎂፂᔐǴЇว‫׫‬ၗཞѨ‫܈‬း࿼ԋҁቚу. ၭ཰ғౢ Ϸғ‫ނ‬ӭኬ‫܄‬. ଼ந. Ǹġ ྕࡋϲଯǴफ़ߘໆό‫ى‬฻ǴѺ໶բ‫ނ‬ғߏයǴၭౢࠔౢໆϷࠔ፦य़ᖏόዴ ‫܄ۓ‬ǴӒϷᙂ१Ӽӄǹᅕ཰ғౢΚҭ‫ڙ‬ቹៜ฻ Ǹġ ᕉნᡂϯǴҭቹៜғᄊ‫س‬চԖ෈ӦǴ೷ԋғ‫ނ‬ӭኬ‫ࢬ܄‬Ѩ฻ Ǹġ ྕࡋ΢ϲǴϲଯ໺ࢉ‫܄‬੯ੰࢬՉ‫ޑ‬॥ᓀǴҭቚуЈՈᆅϷ‫֎ڥ‬ၰ੯ੰԝΫ ౗Ǵуख़ϦӅፁғᆶᙴᕍᡏ‫ॄس‬ᏼ ၗ਑ٰྍǺՉࡹଣ࿶ᔮࡌ೛‫ہ‬঩཮Ǵ2012. 11.

(21) ᗨฅӧȨ୯ৎ਻ংᡂᎂፓ፾ࡹ฼ᆜሦȩύஒ਻ংᡂᎂፓ፾௲‫ࡹࣁۓुػ‬฼Ҟ ኱ǴΨࣴᔕ௢୏Ȩ‫ך‬୯਻ংᡂᎂፓ፾ӄ҇௲‫ػ‬ीฝȩ Ǵՠ‫ޔ‬ԿҞ߻Ǵ‫ך‬୯ϝஒȨ෧ ጗ȩ฼ౣຎࣁӢᔈӄౚཪϯϷ਻ংᡂᎂ౜ຝ‫ޑ‬നЬा฼ౣǴ‫׳‬ම࿶ु‫ ۓ‬2010 ԃ ࣁȨ࿯ૈ෧ᅹԃȩǴ٬ளȨ࿯ૈ෧ᅹȩԋࣁ୯ৎࡹ฼‫ޑ‬ਡЈǶฅԶȨ࿯ૈ෧ᅹȩ ࢂӢᔈӄౚཪϯ‫ޑ‬ЋࢤǴࢂ෧጗‫ޑ‬Ӣᔈ฼ౣϐ΋ǴӧШࣚӚ୯߾ӭፋፕ਻ংᡂᎂ ᆶӄౚཪϯǶᆫข‫ޑ‬ख़ᗺόӕǴ‫܌‬ౢғ‫ޑ‬ӢᔈБԄΨԖ‫܌‬ৡձǶԜ౜ຝᡉҢ‫ך‬୯ ‫཮ޗ‬٠҂аӄय़‫਻ࡑ࣮ࡋفޑ‬ংᡂᎂǶ ӧ‫ך‬୯Ǵ਻ংᡂᎂ௲‫ػ‬Ӣ୯ৎࡹ฼Ǵ٬΋૓҇౲ჹ‫਻ܭ‬ংᡂᎂ‫ޑ‬౛ှࣣ೸ၸ Ȩ࿯ૈ෧ᅹȩԶٰǴ೷ԋȨ࿯ૈ෧ᅹ௲‫ػ‬ȩᆶȨૈྍ௲‫ػ‬ȩԋࣁȨ਻ংᡂᎂ௲‫ػ‬ȩ ‫ޑ‬жӜຒǶՠவ IPCC ‫ޑ‬ൔ֋ਜё‫ޕ‬Ǵന΢Տ‫ࣁۺཷޑ‬ӄౚཪϯǴԶਔதගϷ‫ޑ‬ Ȩ࿯ૈ෧ᅹȩ໻ૈឦ‫ܭ‬෧጗‫ځޑ‬ύ΋໨฼ౣǴԶЇวΑ೚ӭаୃཷӄ‫ޑ‬ᇤှǴ٬ ள᏾ᡏ‫཮ޗ‬લЮჹ‫਻ܭ‬ংᡂᎂፓ፾‫ޑ‬᏾ᡏࡘᆢᆶ૸ፕȐယ‫ݒ‬၈Ǵ2010ȑǶ Οǵᕉნ௲‫ػ‬ᆶ਻ংᡂᎂ௲‫ػ‬ Orr(1991) ᇡ ࣁ ‫ ܌‬Ԗ ‫ ޑ‬௲ ‫ ػ‬೿ ࢂ ᕉ ნ ௲ ‫( ػ‬All education is environmental education.) ǴόፕՖᅿ‫׎‬Ԅ‫ޑ‬௲‫ػ‬Ǵࣣឦ‫ܭ‬ᕉნ௲‫ޑػ‬ጄᛑύǶ1972 ԃᖄӝ୯ӧ ྷ‫ڂ‬२೿ථቺঢᅟነє໒Γᜪᕉნ཮᝼Ǵᇡࣁှ،ШࣚᕉნӒᐒ‫ޑ‬ന٫π‫ڀ‬ϐ΋ ൩ࢂว৖ᕉნ௲‫ػ‬Ȑླྀ߷ࡹǴ1998ȑ Ƕऍ୯ࢂӄШࣚಃ΋ঁ‫ۓڋ‬ᕉნ௲‫(ݤػ‬1990) ‫ޑ‬୯ৎǴ‫ځ‬ଞჹᕉნ௲‫ۓޑػ‬ကࣁǺȨᕉნ௲‫ࢂػ‬௲‫ػ‬ၸำǴѬੋϷΓᆶԾฅϷ Γ೷ᕉნ‫ޑ‬ᜢ߯ǴхࡴΓαǵԦࢉǵၗྍϩଛᆶ࢏ᆃǴߥ‫ػ‬ǵၮᒡǵ‫ೌמ‬ǵࠤѱ ‫ک‬ໂ‫ޑ׸‬ीฝᆶ᏾ঁΓᜪᕉნ‫ޑ‬ᜢ߯Ƕȩ ȐֆႍไǴ2010ȑ ǹԶӧ‫ך‬୯ᕉნ௲‫ݤػ‬ (2010)ύ߾‫ۓ‬ကᕉნ௲‫ࣁػ‬Ǻ ȨၮҔ௲‫ػ‬Б‫ݤ‬Ǵ୻‫ػ‬୯҇ᕕှᆶᕉნϐউ౛ᜢ߯Ǵ ቚ຾୯҇ߥៈᕉნϐ‫ޕ‬᛽ǵ‫ૈמ‬ǵᄊࡋϷሽॶᢀǴߦ٬୯҇ख़ຎᕉნǴ௦‫ڗ‬Չ୏Ǵ аၲ҉ុว৖ϐϦ҇௲‫ػ‬ၸำǶȩ‫ޑޣٿ‬ख़ᗺࣣ๱ख़‫ܭ‬௲‫ޑػ‬ၸำǴᙖҗ௲‫ޑػ‬ БԄߦ٬Γᜪᇡ᛽٠ᜢЈᕉნǴှ،ᕉნୢᚒǶ ᕉნ௲‫ޑࡴ֖܌ػ‬ጄൎቶ‫ݱ‬Ǵယ‫ݒ‬၈฻Γ(2004)ᇡࣁय़ჹ‫্ؠ‬Ǵ҇౲ᔈ྽୻ Ꭶ҅य़Ъᑈཱུ‫ޑ‬ᄊࡋᆶሽॶᢀǴ٠ૈаჴሞՉ୏ୖᆶǵႣٛϷှ،‫্ؠ‬ୢᚒǴӢ Զሡ೸ၸ‫ޑ্ؠ‬ᕉნ௲‫ػ‬аගϲ҇౲‫ޑ‬ٛ‫ؠ‬નᎦǶӕ౛ǴΓᜪӧय़ჹ਻ংᡂᎂ‫܌‬ ஥ٰ‫ޑ‬ፂᔐਔǴᔈ‫ڀ‬ഢ҅ዴϐᄊࡋᆶሽॶᢀǴ٠೸ၸՉ୏ǵႣٛ٠ှ،ୢᚒǴջ ࣁ਻ংᡂᎂ‫ޑ‬ᕉნ௲‫ػ‬Ȑ݅ҥዅǴ2014ȑǶLuers (2013)ගрऍ୯྽ֽሡाख़ཥࡘ Եჹ‫਻ܭ‬ং‫ঀޑ‬᝼Ǵ‫ځ‬ύ΋໨ࡌ᝼ග‫ډ‬Ǻ‫܌‬Ԗ‫ঀޑ‬᝼ᔈ၀ाҗȨΓȩࣁрวᗺǴ ԶߚҗȨᅹȩբࣁ૸ፕЬືǴӵԜωૈှ،ୢᚒǶ൩Ҟ߻‫ך‬୯‫ޑ‬௲‫ػ‬౜‫ݩ‬Զ‫ق‬Ǵ ᔈᘍಥҗȨ࿯ૈȩ‫܈‬Ȩ෧ᅹȩࣁрวᗺ‫਻ޑ‬ংᡂᎂ௲‫ػ‬ϣ৒ǴԶࢂҗȨΓȩࣁр วᗺǴаࡘԵΓᜪᔈаՖᅿБԄय़ჹ਻ংᡂᎂϐࡷᏯǶ. 12.

(22) җኧԭՏऍ୯εᏢਠߏԋҥ‫ޑ‬Ȩऍ୯ᏢଣᆶεᏢਠߏ਻ং‫܍‬ᒍȩ(American College & University Presidents’ Climate Commitment, ACUPCC)ࡰр(2011)Ǻଯ฻ ௲‫ػ‬ᐒᄬନග‫ٮ‬ᆶ਻ংᡂᎂ࣬ᜢࣽᏢࣴ‫ز‬ϐࣽᏢว৖ᆶ஑཰Γω୻‫ػ‬ϐѦǴ‫׳‬ा ުॄଆࣁΓᜪ‫཮ޗ‬य़ჹ਻ংᡂᎂϐೢҺǶଯ฻௲‫ػ‬ᐒᄬନΑ‫ܭ‬ਠ༜ϣा෧Ͽྕ࠻ ਻ᡏϷ‫਻ޜ‬Ԧࢉ‫ނ‬௨‫ܫ‬ѦǴ‫׳‬ा๱ख़‫ܭ‬ග‫਻ٮ‬ংᡂᎂ࣬ᜢ‫ޕ‬᛽‫ޑ‬ଅ᝘(Owen, Fisher & McKenzie, 2013)Ƕ௲‫ػ‬೽‫ ܭ‬2012 ԃԋҥȨ਻ংᡂᎂፓ፾௲‫ػ‬ፐำ௲‫׷‬ ᆶᏢಞѳᆵȩǴҞ‫ࣁࢂޑ‬ගϲε஑ਠଣ਻ংᡂᎂፓ፾೯᛽௲‫ػ‬ϷᏢำፐำǴࡌҥ Ꮲಞ਻ংᡂᎂፓ፾஑཰‫܌‬ሡ‫୷ޑ‬ҁ‫ޕ‬᛽ᆶᆅၰǶLemons (2011)ӣ៝౜Ԗऍ୯εᏢ ‫࣬ޑ‬ᜢᕉნϷ҉ុว৖ፐำว౜ǴҞ߻ᏢਠᗨԖ࣬ᜢፐำǴՠӸӧ๱೚ӭॐϪ‫ޑ‬ ୢᚒǴሡा೸ၸӄय़‫ׯޑ܄‬ᡂٰှ،Ǵа෧጗਻ংᡂᎂ‫ޑ‬ቹៜǶӧ୯ϣѦଯ฻௲ ‫ػ‬ᐒᄬࣣ໒‫ۈ‬ᏼॄଆय़ჹ਻ংᡂᎂᔈԖ‫ޑ‬ೢҺਔǴᆶ‫ޔځ‬ௗ࣬ᜢϐᕉნ࣬ᜢ‫܌س‬ ‫׳‬ᔈ୻‫ڀػ‬ഢ਻ংᡂᎂનᎦϐᏢғǴаय़ჹ҂ٰ‫׳‬ፄᚇ‫ࡷޑ‬ᏯǶ. ಃΒ࿯ġ ਻ংᡂᎂનᎦ. ΋ǵ਻ংᡂᎂનᎦϐว৖ નᎦ΋ຒǴӧФࢭຒ‫(ڂ‬Oxford Dictionary)ύှញࣁǺ᎙᠐‫ک‬ਜቪϐૈΚ (2014)Ƕඤѡ၉ᇥǴ‫ڀ‬Ԗ᎙᠐ᆶਜቪૈΚ‫ޑ‬Γջ‫ڀ‬ԖનᎦǶՠᒿ๱Ўܴ‫ޑ‬຾‫؁‬ǵ ‫ޑ཮ޗ‬όᘐ‫׳‬ඹǴ፾ᔈ౜ж‫܌཮ޗ‬ሡ‫ڀ‬ഢ‫୷ޑ‬ҁનᎦߡԖ‫܌‬όӕǴ‫֖ځ‬ཀΨ೴ᅌ ᘉεǴ೏ၮҔԿ‫׳‬ቶ‫ޑݱ‬ሦୱύǴӵǺࣽᏢનᎦǵၗૻનᎦǵϦ҇નᎦ฻Ȑླྀ߷ ࡹǴ1993ȑǶ ਻ংࣽᏢનᎦΨࢂ౜ж‫཮ޗ‬ύᔈ‫ڀ‬ഢ‫ޑ‬΋໨નᎦǶऍ୯୯ৎੇࢩᄤε਻ᕴ࿿ Ϸऍ୯ӄౚᡂᎂࣴ‫ز‬ीฝ(U.S. Global Change Research Program)ύ‫ۓ‬က‫਻ޑ‬ংࣽ ᏢનᎦࢂࡰǺᕕှ‫཮ޗ‬ᆶঁΓჹ‫਻ܭ‬ংᡂᎂ‫܌‬ౢғҬϕቹៜϐำࡋ (Climate Science Literacy is an understanding of your influence on climate and climate's influence on you and society)Ƕ਻ংࣽᏢનᎦ‫ޑ‬ϣ఼хࡴૈᕕှӦౚ਻ং‫س‬಍ၮբ ϐ୷ҁচ౛ǵຑ՗਻ংࣽᏢ‫ޑ‬ၗ਑ǵૈԖਏଞჹ਻ংϷ਻ংᡂᎂϣ৒຾Չྎ೯ǵ ჹ਻ংᡂᎂ଺р҅ዴЪॄೢҺՉࣁϐૈΚ(NOAA, 2009)ǶԜ਻ংࣽᏢનᎦ‫ۓ‬ကΑ ঁΓᆶ‫཮ޗ‬ε౲ᔈᕕှ‫ޑ‬Ӧౚ਻ং‫س‬಍Ύε୷ҁচ߾Ǻ (΋) ϼ໚ࣁӦౚ਻ং‫س‬಍‫ૈۈ߃ޑ‬ໆٰྍǶ (Β) ਻ংు‫ڙ‬Ӧౚ‫س‬಍‫ޑ‬ፄᚇϕ୏ᜢ߯ቹៜǶ (Ο) Ӧౚ΢‫ޑ‬ғ‫ڮ‬༟೷‫਻ܭ‬ংǴӕਔΨһᒘ਻ংғӸǶ (Ѥ) όӕਔ‫ޑޜ‬Ծฅ‫܈‬Γᜪ౜ຝࣣ཮ቹៜ਻ংǶ. 13.

(23) (ϖ) ೸ၸᢀෳǵ౛ፕࣴ‫ز‬ϷኳᔕǴ‫׳ૈॺך‬ᕕှ਻ং‫س‬಍Ƕ (Ϥ) Γᜪࢲ୏ፂᔐ๱਻ং‫س‬಍Ƕ (Ύ) ਻ংᡂᎂஒჹӦౚ‫س‬಍ᆶΓᜪғ‫ڮ‬೷ԋख़εቹៜǶ ӄऍࣽᏢ௲ৣ‫(཮ڐ‬National Science Teachers Association, NSTA)ᆶᕉნનᎦ ‫(཮ڐ‬Environmental Literacy Council, ELC)ᇡࣁ௲ৣӧ਻ংᡂᎂ௲‫ػ‬ύ‫ת‬ᄽᜢᗖ ‫ف‬ՅǴሡ‫ڀ‬ഢֹ᏾‫ޑ‬ङඳ‫ޕ‬᛽ωૈ௲ᏤᏢғ҅ዴ‫਻ޑ‬ংᡂᎂཷ‫ۺ‬ǴӢԜҭว৖Ȩӄ ౚ ਻ ং ᡂ ᎂ Ǻ ᕉ ნ ન Ꭶ ‫ ޑ‬ၗ ྍ ȩ (Global Climate Change: Resources for Environmental Literacy) (2007)Ǵග‫ٮ‬௲ৣ਻ংᡂᎂϐ௲ᏢၗྍǴ‫ځ‬ϣ৒Ӆϩࣁϖ εय़ӛǺ (΋) Ϻ਻ᆶ਻ং‫ޑ‬ৡձǶ (Β) ӦౚӵՖ֎዗ᆶ‫ܫ‬዗Ƕ (Ο) ೷ԋӄౚ਻ংᡂᎂ‫ޑ‬ԋӢǶ (Ѥ) ਻ংᡂᎂёૈ೷ԋ‫ޑ‬ቹៜǶ (ϖ) य़ჹ਻ংᡂᎂё௦‫ޑڗ‬Չ୏Ƕ җ΢ॊ‫ٿ‬໨਻ং࣬ᜢનᎦёว౜Ǵ‫ځ‬નᎦϣ఼ࣣୃख़‫ࣽܭ‬Ꮲҁ፦Ǵჹ‫਻ܭ‬ং ᡂᎂቶက࣬ᜢ‫཮ޗޑ‬ǵ࿶ᔮᆶΓЎय़ӛ‫ޕޑ‬᛽ǵᄊࡋ‫܈‬Չࣁ฻Ǵၨคֹ᏾Ӧ᏾౛ ᆶ૸ፕǶ Ȩ਻ংનᎦȩࢂ߈൳ԃωр౜‫ޑ‬ཥӜຒǴ‫֖ځ‬ကӧШࣚ΢ᗋۘ҂೏ܴዴ ‫ۓ‬ကǴ‫ࢌܭ‬ᅿำࡋ΢ǴԜનᎦ఼ᇂΑࣽᏢǵᕉნᆶ൞ᡏનᎦǶᒿ๱਻ংᡂᎂཥᆪ В੻ᓎᕷр౜‫ܭ‬ғࢲύǴਔதև౜֖Ԗᒱᇤၗૻ‫ޑ‬ൔᏤǴӢԜ౜жϦ҇‫׳‬ᔈ‫ڀ‬ഢ Ԝ΋નᎦ(Miléřa & Sládeka, 2011)Ƕ. ࣽᏢનᎦġ. ਻ংનᎦ. ᕉნનᎦġ. კ 2-3. ൞ᡏનᎦġ. ਻ংનᎦᜢ߯კ ၗ਑ٰྍǺMiléřa & Sládeka, 2011 14.

(24) NOAA ‫ ܭ‬2009 ԃр‫ހ‬ϐȨ਻ংનᎦǺ୷ҁচ߾ᆶ୷ᘵཷ‫(ۺ‬Climate Literacy: Essential Principles and Fundamental Concepts)ȩࡰрǴ΋ՏԖ਻ংનᎦ‫ޑ‬Ϧ҇ᔈ ‫ڀ‬ഢԖᕕှӦౚ਻ং‫س‬಍‫୷ޑ‬ҁཷ‫ۺ‬ǵܴᕕӵՖᇆ໣ᆶϺ਻ᆶ਻ং࣬ᜢ‫ૻޑ‬৲Ǵ ٠ϩᒣૻ৲‫੿ޑ‬ଵǵၮҔԖਏ‫ޑ‬БԄ໺ၲ਻ংᆶ਻ংᡂᎂᢀ‫ۺ‬ǵਥᏵ਻ং଺рࣽ Ꮲ҅ዴϷॄೢҺ‫ޑ‬،‫ۓ‬฻Ѥ໨ૈΚǶ ࣽ‫מ‬೽Ȩ਻ংᡂᎂનᎦಎਥᆶૈྍ฼ౣΓω௴วፐำࣴวीฝȩი໗Ԗ᠘‫ܭ‬ Ҟ߻Ў᝘ύ‫ࡰ܌‬ϐ਻ংࣽᏢનᎦϝ๱ख़‫ࣽܭ‬Ꮲ‫ޕ‬᛽‫ޑ‬౛ှǴჹ‫ځܭ‬Ꭹ࣬ᜢय़ӛ٠ ค๱ᏀǴӢԜᙖҗीฝύ‫ࡌ܌‬ᄬϐ఼ᇂԾฅǵ‫཮ޗ‬ᆶ࿶ᔮ‫س‬಍‫਻ޑ‬ংᡂᎂનᎦࡰ ኱Ϸໆ߄Ǵаຑໆ਻ংᡂᎂનᎦǶԜનᎦϣ఼٠όൂ΋߳ज़‫ࣽܭ‬Ꮲ௲‫ػ‬Ǵ‫׳‬ঋ៝ ‫཮ޗ‬௲‫ޑػ‬ጄᛑǴନΑ‫׆‬ఈࡌҥᏢғᆶ‫཮ޗ‬ε౲ჹ‫਻ܭ‬ংᡂᎂ᝼ᚒ࣬ᜢࣽᏢ٣ჴ ‫ֹޑ‬᏾౛ှǴΨமፓჹ‫࣬ܭ‬ᜢΓЎǵ‫཮ޗ‬Ϸ࿶ᔮ᝼ᚒ‫ޑ‬ᇡ᛽Ǵࢂ΋ᅿа਻ংᡂᎂ ࣁਡЈϐᕉნનᎦȐယ‫ݒ‬၈฻ΓǴ2012ȑǶ Βǵ୯ϣѦ਻ংᡂᎂનᎦ࣬ᜢፓࢗࣴ‫ز‬ ࣁᕕှόӕჹຝჹ‫਻ܭ‬ংᡂᎂ฻࣬ᜢᕉნ᝼ᚒϐ୷ҁ࣮‫ݤ‬ǴԖ೚ӭ࣬ᜢࣴ‫ز‬ ӢᔈԶғǶఉШ‫ݓ‬ǵቅ෩ᅤǵጰች௵ǵБ଻ၲ(2011)ϩձଞჹόӕჹຝፓࢗᕉნ નᎦǴ‫ځ‬ჹຝϩࣁǺλᏢғǵύᏢғǵεᏢғǵϦ୍Γ঩аϷ௲ৣǶ‫ځ‬ύε஑ਠ ଣᏢғ‫ޑ‬ᕉნનᎦፓ่ࢗ݀ᡉҢᏢғϐᕉნનᎦ߄౜ᗨ໼‫҅ܭ‬ӛǴՠ߄౜ࠅࢂ‫܌‬ Ԗፓࢗჹຝύനό٫‫ޑ‬΋ဂǴ‫ځ‬ύᕉნᄊࡋय़ӛ߄౜ၨᓬǴՠᕉნ‫ޕ‬᛽ᆶᕉნՉ ୏߄౜ന১ǶቅዅЈ฻Γӧ 2003 ԃਔǴҭፓࢗၸ‫ך‬୯εᏢਠଣᏢғ‫ޑ‬ᕉნનᎦǴ ྽ਔว౜εᏢਠଣᏢғӧᕉნ᝺‫ޕ‬ǵᄊࡋᆶሽॶᢀ΢ࣣԖύ΢ำࡋϐ߄౜Ǵՠࢂ ᕉნ࣬ᜢ‫ޕ‬᛽ࠅԖࡑуமǴԶჴሞ୺Չय़΢ЖલՉ୏‫ૈמ‬Ǵаठ‫ܭ‬Չ୏߄౜ၨό ౛གྷǶҗ೭‫ٿ‬ԛଞჹε஑ਠଣᏢғ‫܌‬຾Չ‫ޑ‬ᕉნનᎦፓࢗёว౜Ǵᗨฅ‫ٿ‬ԛࣴ‫ز‬ ໔႖ऩυԃǴՠ൩่݀Զ‫ق‬Ǵ᏾ᡏ٠คϼεৡ౦ǴᇥܴΑ࣬ᜢ௲‫୺ޑػ‬Չ௃‫׎‬ё ૈ‫ߔډڙ‬ᛖǶ ୯ϣѦΨԖ೚ӭ਻ংᡂᎂ࣬ᜢ᝼ᚒ‫ޑ‬ፓࢗࣴ‫ز‬Ǵᗨόૈֹӄж߄਻ংᡂᎂન ᎦፓࢗǴՠϝёև౜೽ϩ਻ংᡂᎂનᎦ౜‫ݩ‬Ƕ৪ऍऴ(2013)ଞჹ‫ך‬୯҇౲຾Չ਻ ংᡂᎂႝ၉ፓࢗว౜Ǵӧ‫ך‬୯Ԗ 85%‫҇ޑ‬౲᠋ၸӄౚཪϯ‫਻܈‬ংᡂᎂ΋ຒǴΨԖ ऊ 90%‫҇ޑ‬౲߄ҢԾρᜢЈཪϯ‫਻܈‬ংᡂᎂ‫ޑ‬᝼ᚒǴ٠ᇡࣁࢂᝄख़‫ޑ‬ୢᚒǹ‫܌‬Ԗ ᙍ཰ᜪձύǴՏ໘ၨଯ‫۔ޑ‬঩‫܈‬Ҿ཰࿶౛ΓനᜢЈӄౚཪϯ᝼ᚒǹϸϐǴᏢғ௼ ဂ߾നόᜢЈǶऍ୯ओᎹεᏢ(Yale University)ᆶൈ‫ד‬ఘහεᏢ(George Mason University) ӝ բ ‫ ޑ‬ओ Ꮉ ਻ ং ᡂ ᎂ ໺ ኞ ी ฝ (Yale Project on Climate Change Communication)Ǵӧ 2013 ԃፓࢗऍ୯҇౲ჹ਻ংᡂᎂ‫ۺߞޑ‬ᆶᄊࡋǴࣴ‫่݀ز‬ ว౜ 63%‫ޑ‬Γ࣬ߞӄౚཪϯ҅ӧวғǴЪ 47%‫ޑ‬Γᇡࣁཪϯ‫ޑ‬ୢᚒࢂҗ‫ܭ‬Γᜪ ࢲ୏‫܌‬೷ԋǴՠࠅ໻Ԗऊ 53ʘ‫ޑ‬ΓᏼЈཪϯ‫܌‬Їว‫݀ࡕޑ‬Ƕኻ࿉‫ہ‬঩཮(European Commission)ӧ 2011 ԃଞჹኻࢪӦ୔຾Չ਻ংᡂᎂ࣬ᜢࣴ‫ز‬Ǵว౜ѝԖऊ 51%‫ޑ‬ 15.

(25) Γᇡࣁ਻ংᡂᎂࢂӦౚനᝄख़‫ޑ‬ୢᚒǴࢂ໻ԛ‫ܭ‬೦֚ǵବᎧϷલЮҔНಃΒᝄख़ ‫ޑ‬ୢᚒǴ҇౲Ψཀ᛽‫਻ډ‬ংᡂᎂ‫܌‬ౢғ‫ޑ‬ୢᚒ‫׳‬യ‫ܭ‬࿶ᔮ௃༈ୢᚒǶऍ୯ Gallup polls ҇ཀፓࢗϦљ‫ ܭ‬2007 ᆶ 2008 ԃଞჹ 79 ঁ୯ৎ‫҇ޑ‬౲຾ՉȨࢂցᇡࣁӄౚ ཪϯࢂӢΓᜪࢲ୏‫܌‬೷ԋȩፓࢗǴࠄᗬԖ 92%‫҇ޑ‬౲ᇡӕԜᇥ‫ݤ‬Ǵࢂ 79 ঁ୯ৎ ύനଯǹВҁ 91%ǵ३ෝ 78%Ǵࣣᇻε‫ܭ‬ऍ୯ᆶम୯(49%ǵ48%)‫ޑ‬ፓ่ࢗ݀(Pelham, 2009)Ƕ ᆕӝ΢ॊ࣬ᜢࣴ‫ز‬ё‫ޕ‬ऍ୯ǵࠄᗬǵኻࢪӚ୯Ϸᆵ᡼฻୯ৎ҇౲ჹ਻ংᡂᎂ ᝼ᚒ‫ޑ‬ᕕှཷ‫ݩ‬Ǵऩӆ຾΋‫؁‬ుΕፓࢗёว౜ǺӚ୯ӭኧ҇౲ჹ‫ܭ‬Ȩ਻ংᡂᎂȩ ᝼ᚒࣣԖ߃‫ޑ؁‬౛ှǵᆵ᡼Ꮲғ௼ဂჹ‫਻ܭ‬ংᡂᎂ᝼ᚒനόᜢЈǴ‫ځ‬ύΞаε஑ ਠଣᏢғ߄౜‫ݩރ‬നৡǶ. ಃΟ࿯ġ ਡЈૈΚ. ΋ǵਡЈૈΚϐٰྍᆶϩᜪ ਡЈૈΚ़ғԾ௲‫ػ‬Ҟ኱Ǵаԋ݀ࣁᏤӛǴΏࡰᏢғ‫ܭ‬εᏢ౥཰ਔᔈၲԋᙍ ఱᆶ஑཰ԋ൩‫ૈޑ‬Κᆶ‫ޕ‬᛽Ǵࢂय़ჹ҂ٰᕉნᆶ‫܈཮ޗ‬൩཰ᔈ‫ڀ‬ഢϐ੝‫ޕۓ‬᛽ǵ ‫ೌמ‬ϷᄊࡋȐJacobson, 2005ǹ‫ڷ׵‬஖Ǵ2010ȑǶ౜жᏢғय़ჹ҂ٰᅿᅿԵᡍਔǴ ‫܌‬ሡ‫ڀ‬ഢϐૈΚ٠ค‫߳ݤ‬ज़‫ঁࢌܭ‬஑ߐሦୱϐύǴԶѸ໪‫ڀ‬ഢၠሦୱǵӭय़ӛϐ ωૈǴӢԜਡЈૈΚ‫ޑ‬೛‫ۓ‬ஒࢂቹៜᏢғૈΚ‫ޑ‬ᜢᗖǶεᏢନΑࢂ‫ޕ‬᛽‫ޑ‬྅୸ѦǴ ќѦനख़ाϐфૈߡࢂஒ୻ᎦᏢғӭϡϐૈΚǵનᎦຎࣁ‫ځ‬ਡЈ௲‫ػ‬ว৖Ҟ኱ Ȑഋల௵ǵֺܴীǵᅩ᐀ើǴ2010ȑǶ ୯ϣӚεᏢਠଣჹ‫ܭ‬Ꮲғ஑཰ૈΚ‫ޑ‬ख़ຎǴςᙖҗӚԄεᏢຑ᠘௢୏ǴЪԖ ‫܌‬຾৖ǶᏢਠӧፐำೕჄ߻ࣣ཮೛‫܌سځۓ‬ϐਡЈૈΚǴ၀ૈΚ‫ۓुޑ‬ᆶᏢғϣ ఼‫୻ޑ‬Ꭶ৲৲࣬ᜢǶ‫ڷ׵‬஖(2010)ගрΑΐ໨ε஑ଣਠਡЈૈΚ‫ࡌޑ‬࿼চ߾Ǻ (΋) аᏢғࣁύЈ (Β) ሡమཱᆫข (Ο) ଯࡋය೚ (Ѥ) ፟ϒਔжཀကᆶ৖౜੝Յ (ϖ) ਠଣ‫س‬ΟભਡЈૈΚᕵӛೱೣ (Ϥ) ᐉӛ᏾ӝ࣬ᜢൂՏ (Ύ) ว৖ૈΚࡰ኱ (Ζ) ҇Ьᆶቩ᝼ำ‫ׇ‬ 16.

(26) (ΐ) ೸ၸྎ೯ᏉᆫӅ᛽ Vincent and Focht (2008)ଞჹऍ୯ᕉნᆅ౛Γ঩‫ޑ‬ଯ฻௲‫ػ‬ፐำ೛ीᆶਡЈ ૈΚϐࣴ‫ز‬Ǵ่݀ёϩࣁΟᜪǺᕉნϦ҇‫ޑ‬ᢀᗺǵᕉნୢᚒှ،‫ޑޣ‬ᢀᗺᆶᕉნ ࣽᏢৎ‫ޑ‬ᢀᗺǶಃ΋ᜪᢀᗺமፓ‫ࣽ཮ޗ‬Ꮲ‫ޑ‬ቶࡋǴਡЈૈΚᔈԖ‫ޑ୼ى‬ᡫࢲ‫܄‬Ǵ а፾ᔈِೲᡂϯϐᕉნǹಃΒᜪᢀᗺ๱ख़ၠࣽᏢሦୱ‫ૈמޑ‬Ǵ‫๊ܔ‬ਣࢎज़‫ڋ‬Ǵ‫׆‬ ఈਡЈૈΚࣁᡫࢲ‫ى‬а፾ᔈόᘐᡂϯϐᕉნǹಃΟᜪᢀᗺமፓӧᏢߐύ‫ޑ‬ᙦ൤Ꮲ ᛽ǴࣽᏢ‫ޕ‬᛽ᆶ‫ځࣁૈמ‬ख़ຎϐਡЈૈΚǶLithner et al. (2010)ଞჹኧᏢሦୱ‫܌‬ග р‫ޑ‬ϤεਡЈૈΚх֖Ǻှ،ୢᚒ‫ૈޑ‬Κǵ௢౛ૈΚǵीᆉำ‫ૈׇ‬Κǵ߄ၲૈΚǵ ᖄགྷૈΚϷྎ೯ૈΚǶླྀᑉฐ(2011)ᆕӝ‫ך‬୯ 12 ‫܌‬ε஑ଣਠ‫ࡌ܌‬ᄬϐਠਡЈૈ ΚǴᘜયрΜεਡЈૈΚࡰ኱ӵǺ஑཰‫ޕ‬᛽ૈΚǵ಍᏾ᔈᡂૈΚǵബཥᆶୢᚒှ ،ૈΚǵჴ୍ᔈҔૈΚǵ‫཮ޗ‬ೢҺᆶউ౛ૈΚǵғ‫ڮ‬ᜢᚶૈΚǵ዗၈ᆶ‫ל‬ᓸૈΚǵ ྎ೯ᆶӝբૈΚǵಖ‫ي‬ᏢಞૈΚϷ୯ሞຎഁૈΚǶᆕӝа΢Ǵόፕࢂ஑཰ሦୱ‫܈‬ ௲‫ൂػ‬ՏǴࣣ཮٩Ᏽว৖ሡ‫ޑ؃‬όӕǴु‫ڀۓ‬੝ՅϐૈΚࡰ኱ǴբࣁૈΚ୻Ꭶ‫ޑ‬ Ҟ኱Ƕ ΒǵਡЈૈΚᆶᏢғϐᜢ߯ ଯ฻௲‫ػ‬բࣁ୻‫ػ‬୯ৎΓω‫ޑ‬ख़ा໘ࢤǴஒᏢғૈΚᎦԋຎࣁਡЈ௲‫ػ‬Ҟ኱Ǵ όѝࢂଯ฻௲‫ޑػ‬Ծ‫ך‬ය೚ǴΨࢂ‫ޑ཮ޗ‬යࡑǴεᏢਠଣύӚঁ஑཰‫܌س‬ҭሡ‫׳‬ уᜢ‫ݙ‬஑཰௲‫ػ‬ϐೕჄ‫ک‬፟ϒᏢғ‫ૈޑ‬Κ୻Ꭶख़ᗺᆶϣ఼ǶӢԜǴ‫܌س‬ӧፐำೕ Ⴤ΢Ǵᔈ٬Ꮲғ஑཰ૈΚࡰ኱ᆶፐำϐ໔‫ڀ‬ԖஏϪ‫ޑ‬ᜢᖄǴ٠࡭ុᔠຎᆶঅु‫ځ‬ ϣ఼Ǵ٬ፐำૈዴჴ୻ᎦᏢғӧᏢಞሦୱύ‫܌‬ᔈ‫ڀ‬ഢ‫࣬ޑ‬ᜢ஑཰‫ޕ‬᛽ǵ‫ૈמ‬Ϸሽ ॶ฻Ȑഋల௵ǵֺܴীǵᅩ᐀ើǴ2010ȑǶ ଯ฻௲‫ޑػ‬ਡЈૈΚੋϷ‫ঁٿډ‬ቫԛǴಃ΋ቫԛឦӄਠ‫܄‬Ӆӕ‫ޑ‬ਡЈૈΚǴ ‫ٯ‬ӵǺΓሞᜢ߯ૈΚǵი໗ӝբૈΚǵ‫ץ‬ղࡘԵૈΚǵྎ೯‫ڐ‬ፓૈΚǵЎϯ౛ှ ૈΚǵୢᚒှ،ૈΚǵΓЎᜢᚶૈΚ฻ǹќ΋ឦ‫ܭ‬੝ਸ‫܄‬஑཰ሦୱૈΚǴ‫ٯ‬ӵǺ ᕉნπำᏢ‫ޑس‬ਡЈૈΚǴёૈୃख़‫୺ܭ‬Չπำ‫ೌמ‬Ϸ‫ځ‬ᔈҔ‫܌‬ሡ‫୷ޑ‬ҁኧ౛ᆶ πำ‫ޕ‬᛽ǵᡄᒠࡘԵϩ‫݋‬᏾ӝϷှ،ୢᚒૈΚǵೕჄ೛ीᆶჴբ฻஑཰ૈΚȐֆ మξǴ2011ȑǶ. 17.

(27) Ծ‫ך‬. ᆅ౛ૈΚ. ൩཰ૈΚ. ᏢᎦૈΚ. კ 2-4. ଯ฻௲‫ػ‬ᏢғਡЈૈΚᄬय़ቫભკ ၗ਑ٰྍǺঅ‫ׯ‬ԾቅߎξǴ2011. ቅߎΟ(2011)ගрଯ฻௲‫ػ‬ᏢғਡЈૈΚᄬय़‫୔ޑ‬ϩᜪձǴϩձࣁᏢᎦૈΚǵ ൩཰ૈΚаϷԾ‫ך‬ᆅ౛ૈΚΟ໨ǴԜΟ໨ᄬय़٠ߚֹӄᐱҥǴ۶Ԝ໔‫ڀ‬ԖቫԛϷ ે๎Ǵӵკ 2-4Ƕ‫ځ‬ύǴᏢᎦૈΚឦ‫ܭ‬ၨ୷ᘵ໘ࢤϐૈΚ୻ᎦǴᒿ๱অ཰ਔ໔ቚ уǴᔈՔᒿ୻ᎦᏢғ‫ޑ‬൩཰ૈΚǴനಖၲ‫ډ‬Ծ‫ך‬ᆅ౛ϐଯ໘ૈΚǴଯ฻௲‫ػ‬ਡЈ ૈΚᄬय़Ϸ‫ࡰځ‬኱ϣ఼၁ӵ߄ 2-2Ƕ. ߄ 2-2. ଯ฻௲‫ػ‬ਡЈૈΚᄬय़Ϸ‫ࡰځ‬኱ϣ఼. ૈΚᄬय़ ᏢᎦૈΚ. Γሞϕ୏ቫय़ ൩཰ૈΚ ٣୍ೀ౛ቫय़. Ծ‫ך‬ᆅ౛ૈΚ. ࡰ኱ϣ఼ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ Ǹġ. ၮҔࣽ‫מ‬ϐૈΚ ၮҔᇟ‫ق‬ϐૈΚ ၮҔ൞ᡏၗૻϐૈΚ ‫ڀ‬Ԗྎ೯‫ڐ‬ፓૈΚ ‫ڀ‬ԖიᡏӝբૈΚ ‫ڀ‬Ԗ‫ڙ܍‬ᆶញ‫ܫ‬ᓸΚϐૈΚ ‫ڀ‬Ԗ‫ؼ‬ӳϐᏢಞᄊࡋ ‫ڀ‬ԖೕჄ٣୍ϐૈΚ ‫ڀ‬Ԗୢᚒှ،ϐૈΚ ‫ڀ‬ഢඓඝౢ཰ે୏ϐૈΚ ‫ڀ‬Ԗബཥϐࡘᆢ ‫ڀ‬ԖԾЬՉ୏ϐૈΚ ‫ڀ‬Ԗғఱᆅ౛ϐૈΚ ‫ڀ‬Ԗ଼நғࢲϐૈΚ ‫ڀ‬Ԗሽॶղᘐ‫ૈޕ‬Κ ‫ڀ‬ഢӭϡЎϯϐ‫ૈޕ‬ ၗ਑ٰྍǺቅߎξǴ2011 18.

(28) ଯ฻௲‫܌ػ‬೛‫ۓ‬ϐਡЈૈΚΞёаϩࣁᏢᎦૈΚǵ൩཰ૈΚᆶԾ‫ך‬ᆅ౛ૈΚ Ο໨Ǵ۶Ԝ໔‫ڀ‬Ԗᜢೱ‫܄‬ǴҬϕբҔයఈ୻Ꭶр಄ӝ‫཮ޗ‬යࡑϐᏢғǶଯ฻௲‫ػ‬ ࣁ‫཮ޗ‬ϐϦӅ଄Ǵόૈ໻ӧຝУ༣ύ଺ࣴ‫ز‬ǴᔈԖ‫ځ‬ϦӅ୍ܺ‫཮ޗޑ‬ೢҺǴჹ‫ޗ‬ ཮ว৖ᔈ‫ڀ‬ԖЇᏤ‫ୖک‬ᆶϐբҔǴωૈჴ౜ଯ฻௲‫ػ‬ϐҞ‫ޑ‬ȐֆమξǴ2011ȑǶ. 19.

(29)

(30) ಃΟകġ ࣴ‫ز‬೛ी. ಃ΋࿯ġ ࣴ‫ࢎز‬ᄬ ٩Ᏽҁࣴ‫ز‬ϐࣴ‫ز‬Ҟ‫ޑ‬ᆶୢᚒǴᔕ‫ࢎزࣴۓ‬ᄬȐӵკ 3-1ȑ Ƕҁࣴ‫ز‬аࣽ‫מ‬೽ Ȩ਻ংᡂᎂનᎦಎਥᆶૈྍ฼ౣΓω௴วፐำࣴวीฝȩϐၠᏢಞ໘ࢤ਻ংᡂᎂ નᎦࡰ኱բࣁ୷ᘵǴ٠٩ҁࣴ‫ز‬ϐࣴ‫ز‬Ҟ‫ޑ‬অ‫ׯ‬નᎦ౜‫ݩ‬ፓࢗୢ‫ڔ‬ໆ߄Ǵࡌᄬ಄ ӝࣴ‫ز‬ჹຝ౜‫ݩ‬ፓࢗϐୢ‫ڔ‬ໆ߄Ƕ ೸ၸਡЈૈΚᘜયϩ‫߄݋‬ᆶъ่ᄬԄంፋ‫܌‬ள่݀Ǵᆶࣽ‫מ‬೽ीฝϐӄ୯‫܄‬ ਻ংᡂᎂનᎦୢ‫ࡼڔ‬ෳ่݀Ҭΰϩ‫݋‬Ǵᕕှᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ ϐ਻ংᡂᎂનᎦ౜‫ݩ‬Ƕ. კ 3-1. ࣴ‫ࢎز‬ᄬკ. 21.

(31) ಃΒ࿯ġ ࣴ‫ࢬز‬ำ ҁࣴ‫ز‬Ҟ‫ޑ‬ӧ‫ܭ‬೸ၸፓࢗᕕှᕉნπำᆶᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғ਻ংᡂ ᎂનᎦǴᔠຎ‫ځ‬ਡЈૈΚ೛‫ۓ‬ᆶ਻ংᡂᎂનᎦϐ໔‫ޑ‬ᜢ߯Ǵ٠ᕕှ‫ٿ‬ᜪဂ‫܌س‬ન Ꭶ߄౜ৡ౦ϐচӢǶҁࣴ‫ز‬Б‫ࢬکݤ‬ำϩࣁΟεЬືǴхࡴǺЎ᝘ӣ៝ǵୢ‫ڔ‬ፓ ࢗǵаϷъ่ᄬԄంፋǶࣴ‫ࢬز‬ำӵკ 3-2 ‫܌‬ҢǶ ΋ǵЎ᝘ӣ៝Ǻ ҁࣴ‫ز‬аЎ᝘ӣ៝௖૸਻ংᡂᎂჹΓᜪ‫܌‬஥ٰ‫ޑ‬ፂᔐᆶଯ฻௲‫ػ‬य़ჹ਻ং ᡂᎂϐӢᔈჹ฼Ǵ٠᏾౛ਡЈૈΚ࣬ᜢࣴ‫ز‬Ƕ Βǵୢ‫ڔ‬ፓࢗǺ ࣴ‫ز‬π‫ڀ‬ϐ਻ংᡂᎂનᎦ౜‫ݩ‬ፓࢗୢ‫ڔ‬ΏЇҔࣽ‫מ‬೽਻ংᡂᎂનᎦीฝύ ‫ޑ‬ୢ‫ڔ‬ໆ߄Ǵ٠٩Ϸҁࣴ‫ز‬ϐҞ‫ޑ‬Ϸࣴ‫ز‬ჹຝ੝‫܄‬уаঅ‫ׯ‬Ǵጓᇙаᕉნπำᆶ ᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғࣁჹຝϐ਻ংᡂᎂનᎦ౜‫ݩ‬ፓࢗୢ‫ڔ‬ໆ߄Ǵ٠೸ၸ஑ৎ ਠࡋᔠᡍϷႣ၂ෳᡍගଯҁࣴ‫ز‬ୢ‫ڔ‬ϐߞਏࡋǶႣ၂ෳᡍ่݀ஒ຾Չᜤܰࡋǵ᠘ ձࡋаϷߞࡋϩ‫݋‬ǴԶࡕ຾Չ҅ԄࡼෳǶ Οǵъ่ᄬԄంፋǺ ҁࣴ‫ز‬೸ၸҥཀ‫ڗ‬ኬБԄǴϩձᒧ‫ٿڗ‬ᜪဂ‫܌س‬ϐࣴ‫ز‬ғ຾Չъ่ᄬԄೖፋǴ аਡЈૈΚᘜયϩ‫߄݋‬Ϸ਻ংᡂᎂનᎦፓ่ࢗ݀ࣁ୷ᘵǴ௖૸‫ٿ‬ᜪဂ‫਻ޑ܌س‬ং ᡂᎂનᎦ߄౜ৡ౦ϐচӢǶೖፋεᆜ٩ᏵનᎦፓ่ࢗ݀೛ीǴుΕ௖૸೷ԋᕉნ πำᆶᕉნ௲‫܌زࣴػ‬Ꮲғ਻ংᡂᎂનᎦ߄౜όӕϐচӢǴӆᆶୢ‫ڔ‬ፓ่ࢗ݀༼ ᏾Ǵගрҁࣴ‫ز‬ϐ่ፕᆶࡌ᝼Ƕ. 22.

(32) ୯ϣѦЎ᝘ӣ៝! ୢ‫ڔ‬অ‫ׯ‬೛ी! ό‫!ؼ‬. ό‫!ؼ‬. ϣ৒ਏࡋ!. ‫!ؼ‬ Ⴃ၂ୢ‫!ڔ‬ ‫!ؼ‬ ҅Ԅୢ‫ࡼڔ‬ෳ! ਡЈૈΚᘜય! ъ่ᄬԄంፋ! ၗ਑಍᏾ϩ‫!݋‬ ගр่ፕᆶࡌ᝼!. კ 3-2. ࣴ‫ࢬز‬ำკ. ಃΟ࿯ġ ࣴ‫ز‬π‫ڀ‬ ҁࣴ‫ز‬ϐࣴ‫ز‬π‫ڀ‬хࡴǺၠᏢಞ໘ࢤ਻ংᡂᎂનᎦࡰ኱ǵ਻ংᡂᎂનᎦ౜‫ݩ‬ ፓࢗୢ‫ڔ‬ໆ߄Ϸъ่ᄬԄంፋεᆜǶЇҔࣽ‫מ‬೽਻ংᡂᎂનᎦीฝύၠᏢಞ໘ࢤ ਻ংᡂᎂનᎦࡰ኱ϷનᎦ౜‫ݩ‬ፓࢗୢ‫ڔ‬ໆ߄຾Չঅ‫ࡕׯ‬Ǵጓ‫ڋ‬р಄ӝᕉნπำᆶ ᕉნ௲‫࣬ػ‬ᜢࣴ‫܌ز‬Ꮲғϐୢ‫ڔ‬ໆ߄ǴҔаຑໆ‫ٿ‬ᜪဂᏢғ਻ংᡂᎂનᎦ౜‫ݩ‬ǹ җ਻ংᡂᎂનᎦፓ่ࢗ݀ࣁ୷ᘵ຾Չъ่ᄬԄೖፋǴ༼᏾р‫ٿ‬ᜪဂᏢғનᎦ߄౜ ৡ౦‫ޑ‬চӢǶ. 23.

(33) ΋ǵၠᏢಞ໘ࢤ਻ংᡂᎂનᎦࡰ኱ ҁࣴ‫ز‬ЇҔࣽ‫מ‬೽਻ংᡂᎂનᎦीฝ‫ࡌ܌‬࿼ϐၠᏢಞ໘ࢤ਻ংᡂᎂનᎦࡰ ኱(2012)Ȑӵ߄ 3-1ȑǴ၀ࡰ኱ୖԵऍ୯୯ৎੇࢩᄤε਻ᕴ࿿(2007)Ϸऍ୯ӄౚᡂ ᎂࣴ‫ز‬ीฝ(2009)‫਻ޑ‬ংનᎦࡰ኱Ǵ٠ᗎፎ࣬ᜢሦୱ஑ৎୖᆶࣴ‫ز‬Ǵх֖ᕉნ௲ ‫ػ‬ǵᕉნπำǵࣽᏢ௲‫ػ‬ǵԾฅၗྍ฻ሦୱ‫ޑ‬஑ৎǴа஑ৎ০ፋ཮Ϸቺᅟ๷‫ݤ‬ (Delphi Method)ӭӣӝਜय़ቩࢗБԄԏᔙόӕሦୱ஑ৎϐཀ‫ـ‬Ǵ٠ଞჹϣ৒ǵጓ ௨БԄϷҔᇟ‫ޑ‬፾Ϫ‫܄‬ග‫ࡌٮ‬᝼Ǵࡌ࿼಄ӝ‫ך‬୯௲‫ػ‬ሡ‫؃‬ϐ਻ংᡂᎂનᎦࡰ኱Ƕ ၀ࡰ኱х֖‫ޕ‬᛽ǵᄊࡋǵ‫ૈמ‬ϷՉ୏Ѥ໨Ьᄬय़ǴӚЬᄬय़Π٩ឦ‫܄‬όӕ୔ ϩԛᄬय़ϷનᎦҞ኱Ǵ٠٩όӕᏢಞ໘ࢤϐำࡋϷ௲‫ػ‬Ҟ኱Ǵ୔႖όӕᏢಞ໘ࢤ ፾Ҕ‫ޑ‬નᎦҞ኱Ǵ٬၀ࡰ኱ӧ᏾ᡏၮҔ΢‫ڀ׳‬Ԗೱೣ‫܄‬Ƕ. 24.

(34) ፾ҔᏢ‫ڋ‬ λ ύ ε Ʌ!Ʌ!Ʌ! Ʌ!Ʌ!Ʌ! Ʌ!Ʌ!Ʌ! Ʌ!Ʌ!Ʌ!. 1-1-1 ΑှӦౚᕉნว৖ᐕำϷᕉნ‫س‬಍ၮբচ౛. 1-1-2 ᇡ᛽਻ংᡂᎂ࣬ᜢ‫ޑ‬ङඳϷ‫ޕ‬᛽Ӝຒ‫ۓ‬က 1-1-3 Αှ਻ংᡂᎂ೷ԋᕉნ‫ޑ্ؠ‬ԋӢϷቹៜำࡋ. 1-1-4 ΑှΓᜪࢲ୏ቹៜ਻ং‫س‬಍ϐёૈচӢᅿᜪ. Ʌ!Ʌ!Ʌ! Ʉ!Ʌ!Ʌ! Ʉ!Ʉ!Ʌ!. 1-2-4 Αှόӕਔ‫ޜ‬ङඳύ਻ংᡂᎂჹᔈ‫ޑ‬ᡂϯ. 1-2-5 Αှ਻ংᡂᎂჹၗྍ‫ٮ‬ሡёૈౢғ‫ޑ‬ፂᔐϷ‫ׯ‬ᡂ. 25. Ʌ!Ʌ!Ʌ!. 1-2-2 Αှ਻ংᡂᎂჹΓᜪ‫ޑ཮ޗ‬ቹៜ 1-2-3 Αှ਻ংᡂᎂჹ᏾ᡏᕉნၠୱቹៜȐ֖୯ሞ᝼ᚒȑ. λ ύ ε. ፾ҔᏢ‫ڋ‬ Ʌ!Ʌ!Ʌ!. નᎦҞ኱. 1-2-1 ᇡ᛽਻ংᡂᎂჹԾฅϷΓࣁᕉნёૈౢғϐፂᔐ. ጓဦ. ഢຏ. ഢຏ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺჹ਻ংᡂᎂౢғ‫ޑ‬᝼ᚒ‫ޕ‬᛽Ԗ‫܌‬ΑှǴх֖ԾฅᕉნǵΓЎ‫཮ޗ‬ǵΓᜪӼӄǵࡹ‫ݯ‬࿶ᔮǵϦӅፁғ฻य़ӛǶ. ԛ ᄬ य़Ǻ1-2 ਻ংᡂᎂ᝼ᚒ‫ޕ‬᛽. ጓဦ. નᎦҞ኱. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺૈΑှቹៜ਻ংᡂᎂ‫࣬ޑ‬ᜢ‫ޕ‬᛽Ǵх֖Ӧౚᕉნᆶғᄊ‫س‬಍ϐ໔‫ޑ‬Ҭϕᜢ߯ǴϷΓᜪՉࣁ೷ԋ‫ޑ‬ቹៜǶ. ԛ ᄬ य़Ǻ1-1 ਻ংᡂᎂङඳ‫ޕ‬᛽. ਻ংᡂᎂનᎦࡰ኱. Ьᄬय़΋Ǻ‫ޕ‬᛽. ߄ 3-1.

(35) ਻ংᡂᎂનᎦࡰ኱Ȑុȑ. Ʉ!Ʉ!Ʌ!. 1-3-4 ૈϩ‫਻݋‬ংᡂᎂᆶՉ୏฼ౣϐ໔‫ޑ‬Ҭϕᜢ߯. ഢຏ. Ʌ!Ʌ!Ʌ! Ʉ!Ʌ!Ʌ! Ʉ!Ʉ!Ʌ!. ૈჸ᝺਻ংᡂᎂ೷ԋ‫ޑ‬ᕉნᡂϯ. ૈჸ᝺਻ংᡂᎂჹΓᜪ೷ԋ‫ޑ‬ፂᔐ. ૈᜢϪ਻ংᡂᎂୢᚒаϷӚᅿӢᔈ฼ౣ. 2-1-2. 2-1-3. 2-1-4. 26. Ʌ!Ʌ!Ʌ!. ፾ҔᏢ‫ڋ‬ λ ύ ε. ૈᡏᇡ਻ংᡂᎂୢᚒᆶΓᜪғӸ৲৲࣬ᜢ. નᎦҞ኱. 2-1-1. ጓဦ. ഢຏ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺૈ୼Αှ਻ংᡂᎂ‫ޑ‬ዴӸӧǴ٠ૈჸ᝺਻ংᡂᎂ೷ԋ‫ޑ‬ᕉნᡂϯᆶჹΓᜪ‫ޑ‬ፂᔐǴᜢϪӦБϷӄౚ਻ংᡂᎂ᝼ᚒǴჹВதғࢲύ਻ংᡂ ᎂୢᚒ‫ڀ‬ഢ௵གࡋǶ. ԛ ᄬ य़Ǻ2-1 य़ჹ਻ংᡂᎂ‫ޑ‬᝺‫ޕ‬ᆶ௵གࡋ. Ʉ!Ʉ!Ʌ!. Ьᄬय़ΒǺᄊࡋ. Ʉ!Ʉ!Ʌ!. 1-3-2 Αှቹៜ਻ংᡂᎂ‫ޑ‬Չ୏฼ౣङࡕ‫࣬ޑ‬ᜢ‫ޕ‬᛽ 1-3-3 ૈϩ‫݋‬ቹៜ਻ংᡂᎂՉ୏฼ౣ‫ޑ‬Ӣન. ፾ҔᏢ‫ڋ‬ λ ύ ε Ʌ!Ʌ!Ʌ!. નᎦҞ኱. 1-3-1 ᇡ᛽Ӣᔈ਻ংᡂᎂ‫܌‬௦ҔϐӚ໨Չ୏฼ౣᆶচ౛. ጓဦ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺ‫ڀ‬ഢϩ‫݋‬Ӣᔈ਻ংᡂᎂ‫܌‬௦‫ڗ‬ϐՉ୏฼ౣ‫ޕޑ‬᛽ǴϷ၀฼ౣᆶ਻ংᡂᎂ‫ޑ‬Ҭϕᜢ߯Ƕ. ԛ ᄬ य़Ǻ1-3 य़ჹ਻ংᡂᎂϐՉ୏฼ౣ‫ޕ‬᛽. ߄ 3-1.

(36) ਻ংᡂᎂનᎦࡰ኱Ȑុȑ. Ʌ!Ʌ!Ʌ! Ʉ!Ʌ!Ʌ!. 2-2-4 ૈΑှঁΓ‫ک‬ဂᡏჹԾฅൻᕉ‫س‬಍‫܌‬ౢғ‫ޑ‬ቹៜ. 27. 2-3-4 ᇡӕঁΓϷဂᡏғࢲࠠᄊ‫ׯ‬ᡂԖշ‫ׯܭ‬๓਻ংᡂᎂϷᕉნୢᚒ 2-3-5 ૈЬ୏Ꮲಞ਻ংᡂᎂ࣬ᜢ᝼ᚒ‫ޕޑ‬᛽а‫ڀ‬ഢӢᔈૈΚ. Ʌ!Ʌ!Ʌ!. Ʌ!Ʌ!Ʌ!. Ʉ!Ʌ!Ʌ!. Ʌ!Ʌ!Ʌ!. 2-3-2 ૈ৖౜Ծρჹ‫਻ܭ‬ংᡂᎂ‫ޑ‬ཀ᛽ϷೢҺག 2-3-3 ૈຑ՗ঁΓՉࣁ‫ׯ‬ᡂჹᕉნ‫҅ޑ‬य़ቹៜ. ፾ҔᏢ‫ڋ‬ λ ύ ε Ʌ!Ʌ!Ʌ!. નᎦҞ኱. 2-3-1 ૈϸ࣪Γᜪࢲ୏ᆶᕉნ‫ޑ‬ᜢ߯. ጓဦ. ഢຏ. ഢຏ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ԛ ᄬ य़Ǻ2-3 य़ჹ਻ংᡂᎂ‫ޑ‬ᜢϪᆶೢҺག ϣ఼‫ۓ‬ကǺ‫ڀ‬ഢ਻ংᡂᎂ‫ޑ‬ཀ᛽ϷೢҺགǴᜫཀୖᆶ਻ংᡂᎂ᝼ᚒϷᕉნ϶๓ՉࣁǴ٠࣬ߞԾρᆶ‫ޗ‬ဂૈ஥ٰ‫ׯ‬ᡂǶ. Ʉ!Ʌ!Ʌ!. 2-2-2 ૈЬ୏౛ှ਻ংᡂᎂ‫ޑ‬ᝄख़‫܄‬ᆶӚᅿӢᔈ฼ౣ‫ޑ‬Ѹा‫܄‬ 2-2-3 Αှ਻ংᡂᎂ‫ڀ‬ഢӄౚቶ‫܄ݱ‬Զόࢂൂ΋Ӧ୔‫܄‬. ፾ҔᏢ‫ڋ‬ λ ύ ε Ʉ!Ʌ!Ʌ!. નᎦҞ኱. 2-2-1 Αှ٠ᇡӕ਻ংᡂᎂ‫ޑ‬ӭϡᢀᗺ. ጓဦ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺЬ୏౛ှ਻ংᡂᎂ‫ޑ‬ᝄख़‫܄‬Ǵ٠ૈफ़եԾ‫ي‬ᆶიᡏࢲ୏ჹᕉნ‫ޑ‬ፂᔐǴ‫ڀ‬ഢ਻ংᡂᎂ᝼ᚒࢂӄय़‫ޑ܄‬୯ሞᢀǶ. ԛ ᄬ य़Ǻ2-2 य़ჹ਻ংᡂᎂ‫ޑ‬ሽॶᢀ. ߄ 3-1.

(37) Ьᄬय़ΟǺ‫ૈמ‬. ਻ংᡂᎂનᎦࡰ኱Ȑុȑ. Ʉ!Ʌ!Ʌ! Ʉ!Ʌ!Ʌ! Ʌ!Ʌ!Ʌ!. 3-1-4 ‫ڀ‬Ԗ᠘ձ਻ংᡂᎂှ،฼ౣϐԋਏ‫ૈޑ‬ΚȐଯύа΢፾Ҕȑ. 3-1-5 ‫ڀ‬Ԗ٩ਔ‫ޜ‬ङඳόӕǴᒧ᏷ӝ፾‫ޑ‬Չ୏฼ౣ‫ૈޑ‬Κ. 28. Ʉ!Ʉ!Ʌ!. 3-1-2 ‫ڀ‬Ԗ୔ձ෧጗ᆶፓ፾բࣁ‫ૈޑ‬Κ 3-1-3 ‫ڀ‬ԖೕჄӵՖ෧጗ᆶፓ፾਻ংᡂᎂϐ฼ౣ‫ૈޑ‬ΚȐଯύа΢፾Ҕȑ. ፾ҔᏢ‫ڋ‬ λ ύ ε Ʉ!Ʌ!Ʌ!. નᎦҞ኱. 3-1-1 ‫ڀ‬ԖၮҔࣽᏢБ‫ݤ‬ፓࢗᆶϩ‫਻݋‬ংᡂᎂ࣬ᜢၗૻ‫ૈޑ‬ΚȐଯύа΢፾Ҕȑ. ጓဦ. ഢຏ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺঁΓӧ਻ংᡂᎂΠ‫ڀ‬Ԗ҅ዴ‫ޑ܄‬،฼ૈΚǴ٠ԖೕჄᆶղᘐ෧጗‫ک‬ፓ፾฼ౣ‫ૈמޑ‬Ƕ. ԛ ᄬ य़Ǻ3-1 ჹ਻ংᡂᎂ᝼ᚒ‫ޑ‬ϩ‫݋‬ᆶ،฼ૈΚ. ߄ 3-1.

(38) Ьᄬय़ѤǺՉ୏. ਻ংᡂᎂનᎦࡰ኱Ȑុȑ. Ʉ!Ʌ!Ʌ!. 4-1-4 ૈЬ୏ୖᆶᆶ਻ংᡂᎂ᝼ᚒԖᜢ‫୏ࢲޑ‬. Ʌ!Ʌ!Ʌ! Ʌ!Ʌ!Ʌ!. 4-2-7 ᇥܺдΓᜫཀவ٣‫ׯ‬๓਻ংᡂᎂ᝼ᚒ‫ޑ‬Չࣁ. Ʌ!Ʌ!Ʌ!. 4-2-5 ᜫཀᒥӺ੤ભ/Ꮲਠ‫ޑ‬ᕉნϦऊ 4-2-6 ૈᆶдΓӅӕ૸ፕ਻ংᡂᎂ࣬ᜢ᝼ᚒ. 29. Ʉ!Ʌ!Ʌ!. 4-2-3 ΑှӵՖӧୖᆶၸำύ൨‫҅؃‬ዴ‫ޑ‬ၗྍᆶ‫ڐ‬շ 4-2-4 ‫ڀ‬ԖၠЎϯǵၠሦୱ‫ྎޑ‬೯ૈΚ. Ʉ!Ʌ!Ʌ!. Ʉ!Ʌ!Ʌ!. 4-2-2 ‫ޕ‬ၰӵՖӧୖᆶၸำύࡌҥუՔᜢ߯. ፾ҔᏢ‫ڋ‬ λ ύ ε Ʉ!Ʌ!Ʌ!. નᎦҞ኱. 4-2-1 ‫ڀ‬ഢ฼Ⴤᆶୖᆶ਻ংᡂᎂ᝼ᚒϐϦ҇ࢲ୏‫ૈޑ‬ΚȐӵᄽᖱКᖻǵ‫୔ޗ‬௢ቶ฻ȑ. ጓဦ. ഢຏ. ഢຏ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺ‫ڀ‬Ԗ฼ჄϦ҇ࢲ୏‫ૈޑ‬ΚǴ٠ΑှӵՖࡌҥუՔᜢ߯‫ک‬ԋࣁόӕЎϯǵόӕሦୱ‫ྎޑ‬೯ᐏኺǶ. Ʉ!Ʉ!Ʌ!. Ʌ!Ʌ!Ʌ!. 4-1-5 ೸ၸӚᅿᆅၰቹៜ਻ংᡂᎂ᝼ᚒ࣬ᜢ‫ޑ‬،฼ ԛ ᄬ य़Ǻ4-2 ჹ਻ংᡂᎂ᝼ᚒ‫ୖޑ‬ᆶ. Ʉ!Ʌ!Ʌ!. 4-1-2 ૈЬ୏၌ୢ٠ᇆ໣Ԗᜢ਻ংᡂᎂ᝼ᚒ‫ޑ‬ၗૻ 4-1-3 ᜫཀ‫ׯ‬ᡂғࢲಞᄍϷ੃຤ՉࣁаӢᔈ਻ংᡂᎂϐፂᔐ. ፾ҔᏢ‫ڋ‬ λ ύ ε Ʌ!Ʌ!Ʌ!. નᎦҞ኱. 4-1-1 ૈӧВதғࢲύᎦԋԖշ‫ܭ‬෧጗ᆶፓ፾਻ংᡂᎂ‫ޑ‬ғࢲಞᄍ. ጓဦ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺૈЬ୏Ӧவғࢲύᒧ᏷ӧ਻ংᡂᎂΠவ٣϶๓‫ޑ‬ᕉნՉࣁǴ٠ख़ຎᕉნύ‫਻ޑ‬ংᡂϯǴ߄౜рჹ਻ংᡂᎂ᝼ᚒ‫ޑ‬ೢҺགǶ. ԛ ᄬ य़Ǻ4-1 ჹ਻ংᡂᎂ᝼ᚒ௦‫ޑڗ‬Չ୏. ߄ 3-1.

(39) ਻ংᡂᎂનᎦࡰ኱Ȑុȑ. Ʌ!Ʌ!Ʌ! Ʉ!Ʌ!Ʌ! Ʉ!Ʌ!Ʌ!. 4-3-3 Ԗၸ෧጗ᆶፓ፾‫ޑ‬ғࢲಞᄍᆶ੃຤Չࣁ࿶ᡍ 4-3-4 ୖᆶၸ୯ϣѦ਻ংᡂᎂ᝼ᚒ࣬ᜢ‫ޑ‬Չ୏. 4-3-5 Ԗፓࢗᆶϩ‫਻݋‬ংᡂᎂၗૻ‫ޑ‬࿶ᡍ. ഢຏ. 30. ၗ਑ٰྍǺࣽ‫מ‬೽਻ংᡂᎂનᎦಎਥᆶૈྍ฼ౣΓω௴วፐำࣴวीฝǴ2012. Ʉ!Ʌ!Ʌ!. 4-3-2 ԖӛдΓ໺ሀǵ௢ቶ਻ংᡂᎂ᝼ᚒ‫ޑ‬࿶ᡍȐӵᆛၡǵ໺ൂ฻ȑ. λ ύ ε. ፾ҔᏢ‫ڋ‬ Ʉ!Ʌ!Ʌ!. નᎦҞ኱. 4-3-1 ୖᆶၸᆶ਻ংᡂᎂ᝼ᚒ࣬ᜢ‫ޑ‬ӦБϦ҇ࢲ୏. ጓဦ. ፾ҔᏢ‫ڋ‬ǺλࣁλᏢ໘ࢤǵύࣁύᏢ໘ࢤǵεࣁεᏢ໘ࢤǹ●፾Ҕǵ○ό፾Ҕ. ϣ఼‫ۓ‬ကǺ‫ڀ‬ഢϩ‫݋‬Ϸຑ՗೷ԋ਻ংᡂᎂচӢ‫ૈޑ‬ΚǴ٠ԖୖᆶᕉნՉ୏‫ޑ‬࿶ᡍǴхࡴǺᕉნ϶๓Չࣁǵғᄊᆅ౛ǵᇥܺǵ੃຤‫ޣ‬Չ୏ǵ࿶ᔮՉ ୏ǵࡹ‫ݯ‬Չ୏‫ࡓݤ܈‬Չ୏฻Ƕ. ԛ ᄬ य़Ǻ4-3 ӧ਻ংᡂᎂ᝼ᚒ‫ޑ‬Չ୏࿶ᡍ. ߄ 3-1.