高中學生人權態度施測問卷之建構

Abstract

本研究的目的在建構「高中學生人權態度施測問卷」，首先，藉由廣泛蒐集國內、外相關文獻，來探討有關各階段學生人權態度的基本構面與內涵項目，並整理出高中學生人權態度之四大基本構面。

其次，本研究使用修正式德懷術(Modified Delphi Method)，以文獻探討的結果為基礎，製作出專家問卷，並邀請國內十一名人權教育專長之學者專家、高中教師組成德懷術專家群（完成三次問卷專家效度調查的專家群共有十一名），並在為期三個月完成來回三次德懷術的匿名討論，形成「高中學生人權態度施測問卷」之內涵項目。根據研究發現，歸納出以下結論：

一、高中學生人權態度共有四大基本構面：包括「自由與權利」、「尊重與 肯認」、「平等與正義」、「和平與永續發展」。 二、高中學生人權態度之內涵項目共計三十七題：第一部份，高中學生人權態度，共三十二題（其中第一個構面「自由與權利」八題、第二個構面「尊 重與肯認」八題、第三個構面「平等與正義」八題、第四個構面「和平 與永續發展」八題）；第二部份，個人基本資料，共五題。

根據本研究過程與結論，研究者針對高中學生人權態度施測的實務面及日後研究等提出相關建議，以期日後能藉由測量高中學生的人權態度，來助培育出具備正向人權態度的國民，亦可提供未來有興趣的研究者參考，並給予政府、教育主管單位問卷建構或課程規劃之參考依據。

This study aims to construct an assessment questionnaire on the human rights attitudes that high school students hold. First of all, we discuss the fundamental dimensions and content items of students at different phrases by organizing national and international related literature extensively. The four fundamental dimensions of the human rights attitudes that high school students have developed are then deduced.

Taking the literature review as the research basis, this study thereupon adopts the modified Delphi method to develop expert questionnaires. In order to generate the items on the assessment questionnaires for high school students about their human rights attitudes, the experts group of eleven scholars, experts and high school teachers (i.e. those who completed three evaluations of expert validity and analysis of questionnaires) who specialize in human rights education was organized. The group then carried out three anonymous discussions in three months. The conclusion is shown as follows:

First, There are four fundamental dimensions of human rights attitudes, namely, "freedom and rights", "respect and recognition", "fairness and justice" and" peace and sustainable development". Secondly, there are thirty-seven questions in total regarding the human rights attitudes that high school students have developed. The first part comprises thirty-two items about the human rights attitudes that high school students hold, inclusive of eight questions in Dimension Freedom and Rights, two questions in Dimension Respect and Recognition, eight questions in Dimension Fairness and Justice and eight questions in Dimension Peace and Sustainable Development. There are five questions in the second part regarding personal information of the subjects.

Based on the research process and the conclusion of this study, the author proposes some related suggestions as regard to the practical side of the assessments of human rights attitude that high school students hold for future researchers' reference. By assessing the human right attitudes that high school students hold, we hope to assist in educating citizens with positive human rights attitudes. This study also serves as reference for education authorities of the government as constructing questionnaires and planning for future curriculums.