人權教育教學策略研究

國中部分因第一次徵選入選者從缺，以行動研究法先分析實務工作現況，接著由研究者提出初步計畫自編教材，然後由參與教師一起行動，並在採取行動後加以檢討及修改，再繼續行動，並持續整個循環的過程，最後再評估整個研究執行的成效。其結果，針對國中小人權教育教學設計徵選入選作品內容，整理成一覽表。

教學設計甄選活動在量上，小學組明顯高於中學組七倍。教學設計多採主題統整方式。教學方法包括活動式教學、討論式教學、創造思考教學、問題解決教學、合作式教學、經驗式教學、互動式教學、直接講述式、繪本教學、遊戲教學、戲劇表演、影片觀賞、實地參觀訪問等，能採取多元教學方法，及透過多元評量方法達成教學目標。

就一年級的學生而言，透過體驗式的經驗教學方法及較為誇張式的肢體表演能獲得相當大的成效。實驗過程發現教師之人權教育素養有待提升，人權教育優良教學設計相對較為欠缺。人權教育推動首重人權教育情境之建構，透過人權概念認知與人權教學實踐並進方能大幅提升教師人權教育素養，課程設計內容與型態受情境變化及條件之影響甚大，體驗式、實作活動式教學方法對於實施人權教育頗能收宏效，針對班級特性及學生學習特質而採不同的教學策略相當有成效，學生學習表現及回饋是老師持續人權教育的原動力。

依據研究結果，本研究建議：

壹、建構一個以人權為基礎的學習環境為推動人權教育首要教學策略。

貳、透過理念與實作並進及團體討論策略以提升教師人權教育素養，如理論與實作並進策略，協同教學策略，身教、言教合一策略。

參、在教學歷程中宜隨時考量人權教育之融入策略與時機，如一、在教材中融入，二、在教學時融入，三、在評量時融入。

肆、人權教育教學內容融入教學之原則應考量社會及學生之需求。

伍、人權教育課程內容設計與選擇應考量學生認知、生活化、經驗化、整體化等原則。

陸、應多提供人權教育優良課程設計教案供教師教學參考。

柒、人權教育之教學方法與策略應兼具個別、多元與趣味化。

捌、全體參與的教學策略，應將學校、家長及社會資源共同納入教學系統中。

玖、善用教學時間，在最少的時間，透過內隱融入式課程設計以延續教學成效之教學策略。

 In the junior high school part of the study, because there was no satisfying Human Rights Education instructional design plan, the researcher started by analyzing the present state of affairs. Action research was adopted in this instructional design project in that the researcher designed the instructional plan, had teachers tried out the plans in schools, and revised the original design. A cycle of design-act-revision was formed. At the end of the research, the researcher evaluated the result of each instructional plan and presented the result in a table for teachers’ reference.

 

An analysis of these instructional plans revealed several interesting findings. 1.The amount of instructional plans from elementary schools was seven times more than that from junior high schools. 2. Theme-based integrated curriculum was the main model of these plans. The pedagogy methods commonly adopted included discussions, creative thinking, problem-solving, team teaching, direct instruction, teaching with picture books, game, drama, movie appreciation, interviews and field trips. It was found that teaching according to students’ experiences and exaggerated body language resulted in satisfying learning result. 3. Multiple assessments were also used. 

 

The researcher found that elementary and junior high school teachers’ understanding of Human Rights Education needs to be greatly empowered. A good method to achieve that goal would be a combination of learning of this issue and putting it into teaching practice. The most important thing in teaching Human Rights Education was to create an appropriate instructional environment, which in turn had a strong effect on the curriculum content and delivery format. Teaching according to students’ experiences and activity-oriented instruction resulted in better learning than other pedagogy methods.

 

Teachers should adopt different pedagogy methods to fit students’ different learning styles in order to promote students’ learning results. Students’ good performance and feedback were the most important factor to support teachers to continue teaching Human Rights Education curriculum. 

 

According to the research result, nine recommendations were made as follows.

1.                    One of the most important strategies to improve Human Rights Education is to create an instructional environment, which is full of Human Rights spirits.

2.                    Through belief, practice and the strategy of group discussion, we can promote teachers’ understanding of Human Rights Education. 

3.                    In teaching process, teachers should always think about the timing and methods to integrate Human Rights Education into curriculum, teaching materials, teaching process and assessments.

4.                    Needs of society and students should be evaluated when integrating Human Rights Education into instruction.

5.                    Students’ cognitive development and personal experiences should be evaluated when designing the content of Human Rights Education.

6.                    Large amount of good Human Rights Education instructional design plans should be supplied to teachers for their reference.

7.                    The instruction of Human Rights Education should be individualized and respect multiple cultures.

8.                    We should integrate the resources from school, parents and society into the instructional plans.

9.                    Through the strategic use of hidden curriculum spirit, teachers can make good use of instruction time and promote students’ learning.