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A Study on Case Method Teaching of Human Rights Education for Promoting Junior High Classroom Climate
case method teaching
human rights education
The background of this study is based on the repeated cases of human rights in society, the long-term existed insufficient competencies for human rights education in schools, and the scarcity of human rights education for promoting classroom climate during class. This study aims to investigate the case method teaching of human rights education for promoting classroom climate in the design of teaching activity, the changes of classroom climate and the developments of the teacher’s practice in class management. To reach the purpose as above mentioned, the subjects of this study consisted of 25 students in an ordinary class named Sunshine class in a junior high school in Taipei City. Case method teaching of human rights education was practiced by two steps of action study during 12 class meetings and 6 morning self-study sessions. In this action study, we utilized qualitative data primarily, supplemented by quantitative data. The qualitative data included classroom observation reports, learning sheets and interviews, teacher’s reflections, diaries of student contact booklets and online feedback. The quantitative data consisted of pretest-posttest questionnaires of the classroom climate scale, questionnaires of case teaching activity for human rights education, feedback questionnaires of applying human rights education for classroom climate, and introspection sheets of core competencies for human rights education. According the analyses of the data, the results of this study are as the followings. 1.Diversified forms of case teaching activity of human rights education can help students understand and practice in human rights. 2.Using combined online and physical class meeting models can achieve the class meeting with human rights education. 3.Students who experience human rights education can cohere class consensus with diversified feedback and can positively promote interpersonal interactions in class. 4.During the teaching process of human rights education, the teacher finds a good remedy for resolving student conflicts in class.
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