修復式實踐應用於國中社會領域公民與社會科之行動研究－以人權教育融入彈性課程為例

Abstract

本研究採行動研究途徑，並以人權教育融入彈性課程為例，旨在探討「修復式實踐」應用於國中社會領域公民與社會科教學中的可行性。希冀透過所研發之「修復攻略－打造你我心關係」主題式課程，結合「修復式對話」、「善意溝通」、「對話圈」等蘊含修復式正義精神之實踐策略，探究修復式實踐的介入是否帶給學生在人權議題認知、情意價值與行動上的改變。經由研究歷程，本研究獲致下列結論：壹、在課程設計與實施層面 一、修復式實踐內涵與十二年國教人權教育實質內涵的相呼應 二、修復式實踐建構的人權思考鷹架提升人權教育學習的深化 三、修復式實踐與以學習者為主體的加乘學習效果 四、修復式實踐有助於改善抽象人權認知學習，促發共感學習經驗 貳、在學習成效層面 一、修復式實踐有助於學生的人權認知、價值意識與行動上之轉變 二、修復式提問與善意溝通提升學生人權價值高層次思維 三、修復式實踐有助於促進同儕互動與師生關係 四、學生對於感受與情緒的表達仍有待加強 參、在教師專業成長層面 一、增強對教師本身的修復式實踐之理解與應用能力 二、有助於提升教師教學反思與自我省思能力 三、強化教師對學生情感和需求的敏感度

This study adopts an action research approach and uses the integration of human rights education into a flexible curriculum as an example. It aims to explore the feasibility of applying"restorative practices" in the teaching of Civic and Social Studies within the junior high school social studies domain. Through the development of a themed course titled "Restorative Strategies – Building Connections Between Us," which incorporates practical strategies embodying the spirit of restorative justice, such as "restorative dialogues," "nonviolent communication," and "dialogue circles," the study investigates whether the intervention of restorative practices leads to changes in students' cognition, values, and actions regarding human rights issues. The conclusions drawn from the research process are as follows: I. In the aspects of curriculum design and implementation: (a) The content of restorative practices aligns with the substantive content of human rights education in the 12-year national education curriculum. (b) The human rights scaffolding constructed by restorative practices enhances the depth of learning in human rights education. (c) Restorative practices contribute to an enhanced learning effect by centering the learner.(d) Restorative practices help improve the learning of abstract human rights concepts and foster empathetic learning experiences.II. In the aspect of learning outcomes:(a) Restorative practices facilitate changes in students' human rights cognition, value awareness, and actions. (b) Restorative questioning and nonviolent communication enhance students' higher-order thinking regarding human rights values. (c) Restorative practices promote peer interaction and teacher-student relationships. (d) Students still need to improve in expressing their feelings and emotions. III. In the aspect of teacher professional development: (a) Enhances teachers' understanding and application of restorative practices. (b) Contributes to improving teachers' ability to reflect on and introspect their teaching. (c) Strengthens teachers' sensitivity to students' emotions and needs.