曾永清Tseng, Yung-Ching李明謹LEE, Ming-Chin2023-12-082023-06-142023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/a5b18e298225cae482fcb4660bfe4405/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/119261本研究旨在探究雙北地區國中公民科教師、少年法庭法官、少年調查官、少年保護官以及律師，對於十二年國民基本教育社會領域法治教育課程綱要的重要性排序。研究以十二年國民基本教育社會領域課程綱要國中階段法治教育的課程項目及條目設計調查問卷，再以層級分析法來統整不同背景變項的雙北地區國中公民科教師對十二年國民基本教育社會領域法治教育課程綱要的重要性排序差異，以及比較雙北地區國中公民科教師及實務法律專業人員對課程項目及條目的重要性排序差異情形，以作為未來我國法治教育發展及提供教師課程規劃之參考依據。以下分列簡述本研究之結果：一、 不同背景變項（性別、年齡、最高學歷、主修專長、教學年資、修習法治教育相關課程、教授法治教育的興趣）的國中公民科教師對十二年國民基本教育社會領域法治教育課程綱要七大項目的重要性排序。僅在項目「（四）干涉、給付行政與救濟」中，教師的教授法治教育的興趣變項上呈現顯著差異，其餘項目皆無顯著差異。二、 雙北地區國中公民科教師對於十二年國教國中社會領域法治教育課程綱要之七大項目重要性排序，依序為：「（七）兒童及少年相關法律」、「（六）民事權利的保障與限制」、「（二）憲法、人性尊嚴與人權保障」、「（五）犯罪與刑罰」、「（一）公民身分、權力、權利與責任、「（四）干涉、給付行政與救濟」、「（三）法律規範、法律的位階制定與適用」。三、 實務法律專業人員對於十二年國教國中社會領域法治教育課程綱要之七大項目重要性排序，依序為：「（七）兒童及少年相關法律」、「（五）犯罪與刑罰」、「（一）公民身分、權力、權利與責任」、「（六）民事權利的保障與限制」、「（二）憲法、人性尊嚴與人權保障」、「（三）法律規範、法律的位階制定與適用」、「（四）干涉、給付行政與救濟」。四、 雙北地區國中公民科教師及實務法律專業人員對於十二年國教國中社會領域法治教育課程綱要之整體課程條目的重要性排序：（一）最重要前二名，同為：「項目（七）兒童及少年相關法律—條目7-2為什麼少年應具備重要的兒童及少年保護的相關法律知識？我國制定保護兒童及少年相關法律的目的是什麼？有哪些相關的重要保護措施？」、「項目（七）兒童及少年相關法律—條目7-1學生們在校園中享有哪些權利？如何在校園生活中實踐公民德性？」。（二）相對較不重要後兩名：兩者皆將「項目「（六）民事權利的保障與限制—條目6-2為什麼一般契約只要雙方當事人合意即可生效，而有些契約必須完成登記方能生效？契約不履行會產生哪些責任？」列為第二十一名；在教師的排序上「項目（三）法律規範、法律的位階制定與適用—條目3-1法治與人治的差異」列為末位；實務法律專業人員則將「項目（三）法律規範、法律的位階制定與適用—條目3-2憲法、法律、命令三者為什麼有位階的關係？」列為末位。The purpose of this study is to explore the importance order of the Civic teachers in Taipei and New Taipei city and legal professionals in the Law-Related Education of Curriculum Guidelines of Social Studies Area in 12-Year Basic Education Curricula. The questionnaire was designed with reference to curriculum guideline aspects and items from the Law-Related Education of Curriculum Guidelines of Social Studies Area in 12-Year Basic Education Curricula. Through Analytic Hierarchy Process and questionnaire analysis, we can explore the ranking of the importance of this content by Civic teachers and legal professionals. In this way, we can understand the differences and similarities between the two sides on this point of view. The findings of this study can provide a reference for future planning of Law-Related Education. The conclusions of the study are summarized as follows:1. Civic teachers with different background variables (gender, age, education level, major, teaching years and number of law-related courses and interest of teaching law) did not differ significantly in their assigned importance orders of the seven curriculum guideline aspects. There is only “curriculum guideline aspect 4: Intervention Administration, Benefit-granting Administration and Administrative Remedies” which showed significant differences in teachers' interest of teaching law. 2. The importance order assigned by Civic teachers on seven curriculum guideline aspects of 12-Year Basic Education Curricula are as follows: “Legal Protection of Children and Youths”, “The Protection and Restriction of Civil Rights”, “The Constitution, Human Dignity and the Protection of Human Rights”, “Crime and Penalty”, “Identity of Citizenship, Power, Rights and Responsibilities”, “Intervention Administration, Benefit-granting Administration and Administrative Remedies”, “Regulations, and The Hierarchy, Legislation and Application of Law”.3. The importance order assigned by legal professionals on seven curriculum guideline aspects of 12-Year Basic Education Curricula are as follows: “Legal Protection of Children and Youths”, “Crime and Penalty”, “Identity of Citizenship, Power, Rights and Responsibilities”, “The Protection and Restriction of Civil Rights”, “The Constitution, Human Dignity and the Protection of Human Rights”, “Regulations, The Hierarchy, Legislation and Application of Law”, and “Intervention Administration, Benefit-granting Administration and Administrative Remedies”.4. Civics teachers’ and legal professionals’ opinions on the priority of the importance of all curriculum guideline items in the Law-Related Education of Curriculum Guidelines of Social Studies Area in 12-Year Basic Education Curricula:(1) The top two curriculum guideline items are: “curriculum guideline aspect 7 : Item 7-2. Why should youths be equipped with important legal knowledge related to the protection of children and youths? In our country, what is the purpose of establishing laws related to the protection of children and youths? What important protection measures are there?”, “curriculum guideline aspect 7 : Item 7-1. What rights do students have at school? How can students put their civic virtues into practice on campus?”.(2) The last two curriculum guideline items are: “curriculum guideline aspect 6 : Item 6-2. Why is it that most contracts are effective once both parties are in agreement, but some contracts must be registered to be effective? What liabilities occur when a contract isn’t fulfilled?” is second-to-last, curriculum guideline aspect 3 : Item 3-1. The difference between rule of law and rule of man.” is the last one in civics teachers’ opinions, “curriculum guideline aspect 3 : Item 3-2. Why is there a hierarchical relationship between the Constitution, laws and executive orders?”. is the last one in legal professionals’ opinions.法治教育十二年國民基本教育社會領域課程綱要層級分析法Law-Related EducationCurriculum Guidelines of Social Studies Area in 12-Year Basic Education CurriculaAnalytical Hierarchy Processetd