108課綱高中歷史加深加廣選修「國家暴力與轉型正義」教案設計—— 以戰後臺灣為例
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2022
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隨著2019年（民國108年）正式推行〈十二年國民基本教育課程綱要〉（泛稱108課綱），其中課綱目標明確揭示「培養對於族群、社會、地方、國家和世界等多重公民身份的敏察覺知，並涵育具有肯認多元、重視人權和關懷全球永續的責任意識。」這部分的內容在108課綱的編排中，特別令人關注的是加深加廣選修第一冊第六章的「國家暴力與轉型正義」，這個議題在臺灣往往被視為「撕裂族群」的「政治鬥爭手段」，然而在呼籲人權的同時，若不能正視過去真實存在的國家暴力，不能帶給受迫害者應有的真相、公道與正義，我們真的能明白何謂人權的真諦以及人權的可貴嗎？因此，這篇論文想要以「國家暴力與轉型正義」這一章為題，設計教案，希望在課程鬆綁的新課綱下，有更多施展人權教育的機會。本論文將先在緒論說明研究動機、研究回顧、研究方法、論文架構以及預期成果；接著在第二章將分析各版本的部定必修第一冊，側重於分析第二次世界大戰後，國民黨政府統治下的臺灣威權政治歷史，同時也將分析各版本的加深加廣選修第一冊第六章，如何撰寫「國家暴力與轉型正義」；第三章則為「戰後臺灣的國家暴力與轉型正義」教案，該主題將安排8堂課，本章將說明每一節課安排的目的以及教學資源、內容，以桃園在地的案例為基礎，搭配閱讀資料、檔案，認識國家暴力的面貌，以及思考轉型正義的發展面向；第四章為分析學生的問卷調查，作為本次教學反思與修正的依歸；第五章為結論，並提供有關本章教學的未來展望。
With the official implementation of the"Twelve-year National Basic Education Curriculum" (generally referred to as the 108 Curriculum) in 2019 (the 108th year of the Republic of China), the goal of the curriculum clearly states that "cultivating multiple citizenships for ethnic groups, societies, localities, countries and the world, etc. It has a keen awareness of and cultivates a sense of responsibility that recognizes diversity, values human rights, and cares about global sustainability.” The content of this part is in the arrangement of the 108 syllabus, and it is particularly interesting to deepen and expand the first volume of the elective. Chapter 6,"State Violence and Transitional Justice," is often regarded in Taiwan as a "political struggle method" to "tear apart ethnic groups." However, while calling for human rights, if one cannot face up to the real state violence in the past, it cannot be. To bring the truth, justice and justice to the persecuted, can we really understand the true meaning of human rights and the value of human rights? Therefore, this dissertation intends to design a lesson plan under the title of the chapter "State Violence and Transitional Justice", hoping that under the new syllabus that is unbound, there will be more freedom in the exercise of human rights education. This thesis will first explain the research motivation, research review, research methods, thesis structure and expected results in the introduction; then in the second chapter, it will analyze the first volume of each edition of the Ministry, focusing on the analysis of the Kuomintang after World War II. The history of authoritarian politics in Taiwan under government rule will also be analyzed in each edition of the deepening and widening elective volume 1 Chapter 6, how to write"State Violence and Transitional Justice"; Chapter 3 "State Violence and Transitional Justice in Post-War Taiwan". "Transformation Justice" lesson plan, 8 lessons will be arranged for this theme. This chapter will explain the purpose of each lesson arrangement, teaching resources, and content. Based on the local case in Taoyuan, with reading materials and files, understand the face of state violence, and Thinking about the development of transformational justice; the fourth chapter is the analysis of the students' questionnaires, which is the basis for the reflection and revision of this teaching; the fifth chapter is the conclusion, and provides the future prospect of the teaching of this chapter.
With the official implementation of the"Twelve-year National Basic Education Curriculum" (generally referred to as the 108 Curriculum) in 2019 (the 108th year of the Republic of China), the goal of the curriculum clearly states that "cultivating multiple citizenships for ethnic groups, societies, localities, countries and the world, etc. It has a keen awareness of and cultivates a sense of responsibility that recognizes diversity, values human rights, and cares about global sustainability.” The content of this part is in the arrangement of the 108 syllabus, and it is particularly interesting to deepen and expand the first volume of the elective. Chapter 6,"State Violence and Transitional Justice," is often regarded in Taiwan as a "political struggle method" to "tear apart ethnic groups." However, while calling for human rights, if one cannot face up to the real state violence in the past, it cannot be. To bring the truth, justice and justice to the persecuted, can we really understand the true meaning of human rights and the value of human rights? Therefore, this dissertation intends to design a lesson plan under the title of the chapter "State Violence and Transitional Justice", hoping that under the new syllabus that is unbound, there will be more freedom in the exercise of human rights education. This thesis will first explain the research motivation, research review, research methods, thesis structure and expected results in the introduction; then in the second chapter, it will analyze the first volume of each edition of the Ministry, focusing on the analysis of the Kuomintang after World War II. The history of authoritarian politics in Taiwan under government rule will also be analyzed in each edition of the deepening and widening elective volume 1 Chapter 6, how to write"State Violence and Transitional Justice"; Chapter 3 "State Violence and Transitional Justice in Post-War Taiwan". "Transformation Justice" lesson plan, 8 lessons will be arranged for this theme. This chapter will explain the purpose of each lesson arrangement, teaching resources, and content. Based on the local case in Taoyuan, with reading materials and files, understand the face of state violence, and Thinking about the development of transformational justice; the fourth chapter is the analysis of the students' questionnaires, which is the basis for the reflection and revision of this teaching; the fifth chapter is the conclusion, and provides the future prospect of the teaching of this chapter.
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108課綱, 國家暴力, 轉型正義, 二二八, 白色恐怖, 教案設計, 108 syllabus, state violence, transitional justice, 228, white terror, lesson plan design