The Discussion of Elementary School Teachers’ Professional Knowledge And Abilities of Law-related Education,and the Current Application of Law-related Teaching.

• Main Authors: Wang , Chen-yi, 王震義
• Other Authors: Miao-hsiang ，Hsiao
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/90733621200229564475

碩士 === 國立臺南大學 === 社會科教育學系教學碩士班 === 94 === This study is to discuss the elementary school teachers’ professional knowledge and abilities of law-related education, and the current application of law-related teaching. The further purpose is to realize the difficults which are found during the process of law-related teaching application. Qualitative research is adopted in this study. About the interview study, the samples are included five on-the-job elementary school teachers. According to the interview data and information, the findings and results derived from the analysis and discussion of the research are summarized as the followings: 1. Elementary school teachers’ cognition of “the meaning of law-related teaching” is shown on five aspects: “the law-related education under the premise of democracy”, ”to follow the group’s norm”, ”the common sense of law close to students themselves”, ”the knowing of obligation and rights”, ”to protect self-safety.” 2. About the necessary of law-related teaching, five parts are shown as the followings: “the deviation behaviors and wrong values”, ”to help the students’ socialization” , ”the incomplete comprehension of law”, ”be beneficial to class management”, ”to help the enlightenment of children.” 3. About the application of law-related education, seven parts are shown as the ”to plan and arrange the law-related teaching activities”, “administrative division of labor and to help each other”, “to set law-related education webpage”, “to hold life and honor contests”, “to associate with parental education”, “to arrange the law-related education environment”, “to publicize the law-related articles.” About the part of applying law-related teaching, three parts are shown as the followings: “to use extra law-related teaching sources”, ”to match related subjects and curriculums”, “to match the school law-related teaching activities.” 4. The cognition ability of elementary school teachers on “law-related teaching curriculum” is show as the following two aspects: first, about the dimension of “curriculum control”, the teachers have different application on “the different cognition of integration degree”, “the design and arrangement of course plans.” Second, about the dimension of “related resources application”, the teachers consider “school internal resources” included: the school website and other internet connections, the related books in the school library, and other law-related complement material and related resources. About the “outside-school resources”, including: community police, the parents, or the experts of law-related education. About “the use of resource”, few teachers will use these resources actively unless they will cooperate with school teaching activities, during the usual time, they are almost passive. The active or the passive attitude depends on how much do the teachers emphasis the law-related education. 5. About the elementary school teachers’ teaching abilities, twelve teaching methods are mentioned, including: ”values clarification”, “role-playing”, “pictures books teaching”, “story-telling”, “narrating”, “using multimedia”, “cases study”, “topic research”, “reading instruction”, “go visiting”, “random teaching.” 6. About the elementary school teachers’ law knowledge, the parts of “the law which teachers should know” are included the followings: “the cognition of the law’s connotation”, “the knowing of discipline”, “the students’ obligation and rights”, “to publicize the current laws”, “the teachers’ obligation and rights”, “the law-related knowledge learned during the school years”。As the parts of “the law knowledge students should learn” are included the followings:” to know the class and school rules”, “to abide by the law”, ”the law easily broken by the students”, “the knowledge of being a citizen”, “the law related to students’ safety”, and “other related law common senses.” 7. The elementary school teachers’ attitudes of the law are shown as the following six aspects: “equality under the law”, “respect and esteem”, “democracy”, “to treat equally without discrimination between the teachers and students”, “to make things clear and understandable”, “to have the fair prize and punishment.” 8. About the professional growth of law knowledge and abilities, the parts of “research study arrangement” are included the following five situations: “the teachers with the related post are the priority”, “the distribution of the study opportunities are unevenness”, “passive involvement”, “information shorting”, and “less research and study activities.” About the parts of “further education situations”, the following five situations are included: ”go visiting”, “internal school studies are the majors”, “the content of the studies”, “teaching and learning promote and enhance each other.” About the personal factors influence the teachers’professional growth, it appears the following situations: “time and energy”, “short of teachers’ law professional general capacity”, “the teachers’ willing of the participation.” 9.The elementary school teachers meet the difficulties of the law-related teaching, and they are appeared as the following six situations: ”the effect of teaching accomplishment was limited”, “the students didn’t develop good concept of law yet”, “the immorally influence of mass media”, “derivative teaching ideas”, “the limited teaching stage”, “the influence from outside environment.” Key words: elementary school teacher, the law-related teaching, the professional knowledge and abilities of law-related education