劉恆妏Liu,Heng-Wen曾瀞萱TSENG,Ching-Hsuan2019-08-282014-7-12019-08-282014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698070100%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88641我國現行法治教材偏重法律知識之灌輸，忽視學生法治價值觀念以及法治態度的培養。「民主基礎系列教材」以西方法治邏輯編撰而成，或可補充臺灣法治教育的不足。本研究藉由對「民主基礎系列教材－挑戰未來公民版」的探究分析，瞭解教材的編排模式和教學策略，並以「正義」主題為例，檢視公民與社會教材可相容之處，設計融入式課程並試行教學，探索正義怎麼教，根據研究結果對教學實務以及後續研究提出相關建議。 　　本研究採用行動研究，以某高中二年級班級為研究場域，透過教學觀察、課程回饋單、學生訪談、教師訪談等研究資料的分析，所獲致的結論如下： 　　教材方面，本研究選擇的「挑戰未來公民」教材隱含國情文化差異問題，教學上必須進行「本土化」。本研究以「程序正義」為主題，藉由思考工具討論本土相關案例，進行正義議題教學。透過蘇建和等本土案例的探究可突破因中國傳統與西方法治觀念對程序正義理解不同而導致的文化衝突。　　 　 課程內容方面，本研究融入「挑戰未來公民」教材的思考工具，有助於學生對課本知識的理解，且讓學生有分析應用的練習機會，進而發展出對事物的評價。案例討論有助於學生情意層面的培養，可彌補現行公民與社會課程的不足。研究結果顯示，融入式課程可實踐於未來高中課堂上。 　　教學啟示方面，進行正義等民主法治價值判斷的教學，教師更應改變傳統思維，將教室主角的位置還給學生，教師退為輔助者，讓學生主動完成課程的學習。教師應減少傳統講述教學，改以提問引導的方式，嘗試發展有助於學生思考的討論活動，增加學生思考表達的機會，以幫助學生法治觀念的學習，達到法治教育的目的。Abstract The contents of current law-related teaching materials in Taiwan are in preference to the knowledge than the ideal of law, which celebrates the “rule of law” and promotes positive attitudes about it. Applying a set of books “Foundation of Democracy” in teaching practices, the researcher can complement above shortage on account of its inner logics designed by western authors. The researcher observes one volume of it “The Challenges for Future Citizens ” on its strategies in classes and its layouts in printing form. In doing so, the researcher selects the topic “justice” as a case to examine the compatibilities between “Foundation of Democracy” and teaching materials within Civics and Society course. In applying a new design to infuse the “ideal of justice” into a teaching field, the researcher tries to explore a better approach to reach desirable results. The results propose suggestions for improving teaching practices and further researches. The researcher’s study took an approach of action research. A class of second grade students of senior high school was selected as a field. Data were collected through the means of teaching observations, feedback forms and interviews with students and teachers. The results are shown as follows. In terms of teaching materials: This volume “The Challenges for Future Citizens ”contents inapplicable scenes due to cultural differences. In order to improve its applicability, certain localized adjustments in teaching practices are required. This study selected “procedural justice” as a platform to initiate a discussion over relevant cases in Taiwan. The teacher introduced “reasoning steps” as a tool in exploring the case of Su Chien-ho and other local cases. The western ideal of rule of law can be expressed despite different interpretations under Chinese traditional impression of law. In terms of course design: The researcher extracted “reasoning steps” from “The Challenges for Future Citizens ” and infused it into teaching practices. It not only improved students’ understanding of written content in textbook, but also trained their independent thinking over concrete cases. It would lead to a conceptualization of a value system in their later days. Case discussions can enhance students’ learning in affective domain, which complements the void in current Civics and Society course. These findings suggest the infused course can be put to use in the future senior high school classes. In terms of implication of teaching: In teaching the ways of making value judgments in democratic life on the issues about rule of law and justices, the teachers should alter traditional role-play and step down as an auxiliary while allowing students to be the main actors. It shall facilitate students’ active learning skills. The teachers should cut more off from traditional oral lectures and replace them with guidance through questions. Debates and discussions should be ignited to expand spaces for students’ expressions of their thoughts. In this way the ideal of the rule of law can be learned and the purposes of education served.正義民主基礎系列教材高中課程公民與社會融入式課程justiceFoundations of DemocracySenior high school curriculumCivics and SocietyInfusion curriculum