人權教育融入國中社會領域之個案研究

Abstract

本研究旨在探究國中教師將人權融入社會學習領域的教學實踐，一則探析教師的人權理念與人權教學策略，再則從教師的人權教學實踐歷程中，剖析人權融入國中教學所面臨之挑戰及其因應之道，最後根據研究發現對有志於人權教育的國中教師、學校和研究者提出相關建議。 為達上述研究目的，本研究採取個案研究，主要透過訪談和觀察瞭解個案教師的人權實踐策略與省思，所蒐集的資料包括課堂觀察、教師與學生訪談、學生回饋問卷和相關教學文件等。 根據上述研究目的，本研究的研究發現如下： 一、背景理念與教學脈絡影響教師的人權教學實踐。 二、民主、自由與安全的學習氛圍是落實人權教育的要素。 三、討論與辯論活動有助於探析人權議題。 四、增加對人權價值與情意面向的關注。 五、學生表露真實想法有賴師生間真誠關係的建立。The goal of this study is to inquire the pedagogical practice of junior high school teacher implementing humn rights to social studies. One of the purposes is to analyse the teacher’s conceptions of human rights and the methods applied for teaching humn rights. The other purpose is to analyse the challenges of and coping strategies in implementing human rights to social studies. Finally, according to the research findings of this study, suggestions are priovided for junior high school teachers, administrators, and researchers who want to advocate the implementation of human rights education. For achieving the research goal, the researcher adopted the case study approach, through observation and interview, to understand the teacher’s pedagogical practices and reflections in human rights education. Datas collected include classroom observation, interviews with teachers and students, student questionnaire, and other related documents. Research findings of this study can be summarized as follows: A. Teacher’s training background, personal conceptions, and pedagogical context effect teacher’s human rights pedagogical practice. B. The democratic, liberal and safe atmosphere is the primary element of the implementation of human rights education. C. Classroom discussions and debates are helpful in exploring the issues of human rights. D. There is a need to strengthen the valuing and affective aspect of human rights education. E. Sincere relationship between teachers and students helps students to reveal their real thoughts.