The purpose of this study was to develop Human Rights Education teaching strategies appropriate for elementary and junior high schools. This study consisted of two parts: the elementary school part and the junior high school part. In the elementary school part of the research, the researchers held a Human Rights Education instructional design competition and selected excellent ones. Then, according to the literature review result, the researcher chose to use qualitative research methodology and invited some elementary school teachers to participate.
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.