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human rights knoeledge
human rights attitude
human rights education
三、不同背景國中學生的人權知識差異情形：1.國中女生在人權知識方面表現優於男生。 2.高年級學生具有較佳的人權知識 3.不同族群之人權知識無顯著差異 4.高家庭社經地位的學生，人權知識有較優異的表現 5.父母採民主式管教方式學生之人權知識表現較佳
四、不同背景學生的人權態度差異情形：1.不同性別國中學生在人權態度上無顯著差異 2.高年級學生的人權態度比較積極、正向 3.不同族群的國中學生人權態度無顯著差 4.高家庭社經地位學生的人權態度比較積極、正向 5.父母採民主管教方式學生的人權態度比較積極、正向
Abstract The purposes of the research were to investigate the current status of the junior high schoolstudents’ human rights knowledge and attitude in tao-yuan country in Taiwan, and to offer suggestions for implementing human rights education in the junior high school. The study used quantitative approach as a major research method to compare the difference of the junior high school students’ human rights knowledge and attitude with the different backgrounds including students’ gender, grades、races、social and economic status of family, parenting type.The researcher designed a questionnaire, entitled “Junior High School Students’ Human Rights Knowledge and Attitude Questionnaire ”, which was woven by effective questionnaires from Taiwan or foreign countries and analyzed by factor analysis. This research adopted layered random sampling from the junior high school students in tao-yuan country. Altogether there were 30classes, 1088 effective samples totally. Data of this survey were processed and analyzed by descriptive statistics, t-test, one-way ANOVA, Person’s product-moment correlation, and stepwise multiple regression. The major findings of the study were briefly summarized as follows: 1.General speaking, students’ human rights knowledge was under medium level. 2.The junior high school students’ attitude for human rights shows a positive trend. 3. According to different backgrounds, the students’ performances in human rights knowledge are as following： a. Female students get higher scores than male students. b. The high grade students get higher scores than the lower grade. c. Different races shows no difference in human rights knowledge. d. Students from high-class families get higher scores than those from middle-class families and those from poor families. e. The democratic parenting type get higher scores than authoritative type. 4.According to different backgrounds, the students’ performances in human rights attitude are as following： a. Different races shows no difference in human rights attitude. b. The high grade students were more positive changes than the lower grade. c. Different races shows no difference in human rights attitude. d. Students from high-class families were more positive changes than those from middle-class families and those from poor families. e. The democratic parenting type were more positive changes than authoritative type. 5.The human rights knowledge and attitude of junior high school students in tao-yuan country were positively related. According to the results of this research, there are some suggestions as follows： 1. Reinforce the cognition of human rights knowledge： Parents can democratically teach children to develop relations with each other, and they can share opinions about various questions with children in an interactive atmosphere. Besides, parents can guide children to learn more about human rights from daily life, and let them distinguish what is right about human rights. Teachers in school should be well disciplined to teach students how to protect their human rights. Parents should cooperate with teachers to help students to reinforce children’s cognition of human rights. 2. Develop positive human rights attitudes: Parents should adopt strategies to communicate and counsel children and let them experience the spirit of democratic discussion and respect other people. Teachers in school should teach students the spirit of democracy, and the human rights knowledge should be included in class teaching of each subject. Furthermore, reinforce students’ conception to care about people and the society and teach students to reduce personal prejudice and discrimination, to value the justice in the society and to reinforce the positive human rights attitudes.
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