體驗學習取向法治教育課程實踐之行動研究—以國中生法院參訪及模擬法庭為例

Abstract

本研究主要透過體驗學習取向法治教育課程的實踐，來瞭解體驗學習取向的教學策略對國中生學習法治認知的影響，並探討實踐歷程中學生對課程實施的意見與回饋，以及教師將面臨的困難與可能的解決策略。 研究結果發現，首先，體驗學習取向法治教育課程對國中生的法治認知學習能有正面的提升。其次，多數學生喜歡體驗學習取向法治教育課程的安排，認為體驗學習取向的課程設計可以增加學習興趣並可幫助學習法治知識，其中學生最喜歡的課程活動是法庭旁聽及模擬法庭。另一方面，教師於課程實踐歷程面臨的困境包括課程實施時間安排的限制、參訪法院無法配合課程設計的要求、校內同儕不支持研究的壓力、以及教師上課時間掌控及帶領反思的專業能力不足等問題。 最後，研究提出若干建議，以供未來實施法治教育及後續研究之參考。希冀透過體驗學習理論的應用，為法治教育的推展注入新的活力。

The study aims to explore the learning outcome of adopting an experiential approach towards law-related education in junior high schools. Results of this study are threefold. First, findings show that the experiential approach leads to a better understanding of legal knowledge. Second, most students demonstrate a positive attitude towards such an approach, believing that it raises learning motivation and comprehension of content material. In particular, the students found court trips and moot court to be the most interesting parts of the curriculum design. Third, the teachers listed several potential challenges that may arise, including limit of teaching time, insufficient administrative collaboration, lack of research support in schools, and inadequate professional skills to conduct such a learning approach. The study provided a number of suggestions for future research and pedagogical practice. It is hoped that the experiential approach will offer a new perspective to improving the teaching and learning of law-related education.