國中公民初任教師法治教育課程信念之個案研究
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2016-06-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本研究昌在描繪三位國中公民初任教師的法治教育課程信念，運用半結構訪談法，探究其對法治教育課程目標、課程內容的詮釋及教學經驗。研究主要發現：一、個案教師對法治教育課程目標、課程內容的詮釋兼其「知法守法」與「權利保障」兩種觀點，其對教學策略的詮釋則在「教師中心取向」與「學生中心取向」之間拔河，因此個案教師的法治教育課程信念呈現混合狀態的觀點。二、從個案教師的教學經驗發現，教科書的法治教育內容有著去脈絡化的情況，無法回應不同文化背景的學生。據此，本文認為目前教師實施法治教育的難題，在於如何重構法治教育的不同目標與內容，進行諜程決定與發揮教學轉化的能動，以回應差異化的教學情境與學習主體。
The studies rarely, however, explore how the teachers interpret the law-related education and their own teaching experience. This paper aims at portraying three beginning teachers' curricular belief in law-related education by semi-structured interviews to understand the perception of the law-related education's curriculum goals, cUITiculum content and teaching experience. The result showed that: first, that the case teachers perceived the law-related education 's curriculum goals and content presents the perspecti ve of “ abiding by the law" and of “ human rights protection" and that the case teachers perceived the law-related education's teaching strategy also has the tension between teacher-centered approach and student-centered approach. Thus, the case teachers' curricular belief in law-related education is like a hybrid. Second, according to the case teachers' teaching experience, the paper shows the textbook about law-related education has the decontextualized problem so that it might be hard to response the students from diverse culture. Based upon the findings , this paper argues the conundrum of law-related education is how teachers reconstruct the different law-related education's curriculum goals and content, make curriculum decision and exert the teaching agency to response the differentiated teaching context and students.
The studies rarely, however, explore how the teachers interpret the law-related education and their own teaching experience. This paper aims at portraying three beginning teachers' curricular belief in law-related education by semi-structured interviews to understand the perception of the law-related education's curriculum goals, cUITiculum content and teaching experience. The result showed that: first, that the case teachers perceived the law-related education 's curriculum goals and content presents the perspecti ve of “ abiding by the law" and of “ human rights protection" and that the case teachers perceived the law-related education's teaching strategy also has the tension between teacher-centered approach and student-centered approach. Thus, the case teachers' curricular belief in law-related education is like a hybrid. Second, according to the case teachers' teaching experience, the paper shows the textbook about law-related education has the decontextualized problem so that it might be hard to response the students from diverse culture. Based upon the findings , this paper argues the conundrum of law-related education is how teachers reconstruct the different law-related education's curriculum goals and content, make curriculum decision and exert the teaching agency to response the differentiated teaching context and students.