The Research of the Action of Curriculum Design of Human Rights Education for The Third Grade Students of Elementary School

• Main Authors: Tsai, Huei Chi, 蔡慧琦
• Other Authors: 蔡清田
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/07562345136345940118

碩士 === 國立中正大學 === 教育研究所 === 92 === This research is based upon the ideas of 「Concern of Elementary Schools」and 「Respecting of Branch Schools」，and the purposes are： 1. To explore the encountered problems of the Action of Curriculum Design of Human Rights Education for the Third Grade Students of Elementary School and to proceed scenario analysis。 2. Looking for the cooperation partners to proceed the action research。 3. To study and make drafts of the solution for the action project problems for the curriculum of human rights education for the third grade students of elementary school。 4. To explore the performance processes of the action project through actions。 5. Evaluate and feedback the results of developing action project for the human rights education for the third grade students of elementary school。 The following conclusions are made based upon the main findings of this research： 1. According to the scenario analysis，the encountered problems for human rights education for the third grade students of elementary school include six aspects which are community characteristics、the nature of school、teachers、students、parents、teaching facilities and etc. 2. Looking for the cooperation partners to proceed action research will be affected by the factors of classes to be studied、academic background of cooperating teachers、and the specialties of cooperating teachers。 3. The proposed human rights curriculum project is designed by six steps which are indicator of analysis ability、ascertaining concepts of human rights、developing action targets and teaching activities、finalizing the name of the subject、distinguishing four phases、arranging the order of teaching activities、preparation before teaching、and overview with examination and etc.。 4. The curriculum performance processes for human rights education are performed through four aspects respectively, and they are various teaching activities、lots of learning materials、constructing human rights education environment、and establishing the cooperation relationship with parents。 5. The result of evaluation and feedback for the action project for the curriculum development of human rights education and on the effects of students’ learning ，we found students don’t quite understand the concepts of rights of Name、Privacy、Rights and Obligations、Justice、Freedom and etc.；as to the teaching results for teachers, we found there are defects on the making of teaching tools、their concepts of freedom and justice are solid、the concept for the right of name is lost、lectures takes too much time、story discussion doesn’t go further and the teaching time is insufficient；for the curriculum evaluation，「See and Saw for Male and Female」and「Tender Sentiments Everywhere」are students’ favorites，and parents believe 「I’m Really Good」and 「I Can Protect Myself」 are the most important ones。 Finally according to the conclusions of this research，specific suggestions are proposed for the references of those schools that are to perform human rights education、for teachers who are to teach human rights curriculum、and for the follow-up researches。