國小六年級學童民主法治素養之探討
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Date
2006-09-??
Authors
王得鑑
陳煥文
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Publisher
國立台灣師範大學公民教育與活動領導學系
Department of Civil Education and Leadership, NTNU
Department of Civil Education and Leadership, NTNU
Abstract
本研究旨在了解國小六年級學童民主法治素養之現況，並探討不同背景變項（性別、族群、城鄉、社經地位、管教方式、幹部經驗、學校規模、教師因素、課堂討論、媒體接解情形）是否為影響民主法治素養之因素。 為達研究目的，研究者以「民主法治素養測驗」為工具，有效樣本計492份；並採用敘述統計、變異數分析、多元迴歸分析等統計方法進行資料處分析，主要發現如下： 一、民主法治素養測驗的平均得分為21.90分，平均難度為0.64，在測驗表現上仍有進步的空間。 二、不同性別、族群、家長學歷、家長職業、讀書環境、關心政治頻率、幹部經驗、時事教學、課堂討論的學童在民主法治素養上的表現有差異存在。 三、不同背景變項中以族群與幹部經驗變項較具預測力。 四、高低分組學童在基本法律與公民實踐的表現皆較佳，在憲政體制的表現則較不足。
The purpose of this study is to investigate the recent status of democratic-legal knowledge of the 6th grade students. The factors that affect students' performance on democratic-legal knowledge test were further explored. In order to achieve the purpose of this research, "democratic-legal knowledge test" were constructed in this study. The sample of this research was composed of 507 6th grade school students, of whom 492 valid returns were analyzed through statistic methods, including "Descriptive Statistics", "Two-Way ANOVA", "One-Way ANOVA", "Multiple Regression". The main results are described in the following: 1. The mean score on knowledge test is 21.90, and the mean item difficulty is 0.64, which means students' performances are still improvable. 2. Students' performance on knowledge test shows significant differences for different genders, ethnic groups, reading environments, political-care frequency, staff experience, current-events instruction, classroom-discussion, patriarchal educational backgrounds and vocations. 3. Compared to other variables, ethnic groups and staff experience are the significantly more predictive variables. 4. The upper and lower scoring groups had good performance on the subcontents of "basic-law" and "citizenship". By contrast, both groups had poor performance on "constitutional system".
The purpose of this study is to investigate the recent status of democratic-legal knowledge of the 6th grade students. The factors that affect students' performance on democratic-legal knowledge test were further explored. In order to achieve the purpose of this research, "democratic-legal knowledge test" were constructed in this study. The sample of this research was composed of 507 6th grade school students, of whom 492 valid returns were analyzed through statistic methods, including "Descriptive Statistics", "Two-Way ANOVA", "One-Way ANOVA", "Multiple Regression". The main results are described in the following: 1. The mean score on knowledge test is 21.90, and the mean item difficulty is 0.64, which means students' performances are still improvable. 2. Students' performance on knowledge test shows significant differences for different genders, ethnic groups, reading environments, political-care frequency, staff experience, current-events instruction, classroom-discussion, patriarchal educational backgrounds and vocations. 3. Compared to other variables, ethnic groups and staff experience are the significantly more predictive variables. 4. The upper and lower scoring groups had good performance on the subcontents of "basic-law" and "citizenship". By contrast, both groups had poor performance on "constitutional system".