| Summary: | 碩士 === 國立臺南大學 === 社會科教育學系碩士班 === 95 === This study aims to explore the current situation of teachers’ knowledge of human rights education and the classroom environment of human rights; to investigate if the background variable is a factor influencing teachers’ knowledge of human rights education and the classroom environment of human rights as well as its correlation. Using teachers of public elementary schools in Kaohsiung as subjects, this study adopts the self-designed “Questionnaire on teachers’ knowledge of human rights education and the classroom environment of human rights” as the research tool to conduct surveys and uses statistical methods such as “descriptive statistics”, “t-Test”, “One-way ANOVA” and “Pearson’s product-moment relation”. The findings include:
I. In the area of teachers’ knowledge of human rights education:
A. Teachers have above average knowledge in human rights education.
B. There is a significant difference between the gender of teachers and attitude on human rights education.
C. There is a significant difference between teachers receiving on-the-job-training and knowledge of human rights education
II. In the area of classroom environment of human rights:
A. The classroom environment is in compliance with the spirit of human rights.
B. There are significant differences among the age, teachers of different grades and friendliness of the classroom atmosphere.
C. There is a significant difference between gender and seniority of teachers in the classroom environment of human rights.
D. There is a significant difference between teachers receiving on-the-job-training and the implementation of human rights education in the class.
III. There is a positive correlation between the knowledge and environment of human rights.
In conclusion, suggestions are made in accordance with the results of this study to serve as a reference for educators.
I. For educational administrative organizations:
A. Actively organize workshops on human rights education to improve teachers’ knowledge on human rights education.
B. Cultivate human rights seed teachers to help the promotion of human rights education in different schools.
II. For school administration:
A. Conduct regular inspections on campus to see if it complies with the spirit of human rights.
B. Implement human rights education into school curriculum and activities.
III. For teachers:
A. Actively participate in human rights educational workshops to adopt the correct attitudes on human rights.
B. Conduct team teaching on human rights through the integration of partners, students’ parents and community resources.
C. Strengthen the knowledge of human rights and provide students with opportunities to explore human rights experiences.
Keywords: Human rights education, knowledge on human rights education, classroom environment for human rights
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