The Development of Law-Related Education Content in the Junior High School Civic Education Textbook

• Main Authors: Chen Yen Ting, 陳彥廷
• Other Authors: Deng Yu Hao
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/01335144121351682233

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 100 === The aim of the current research is to analyze the development of law-related education content in the junior high school civic education textbooks. In this research, both the historical research approach and comparative research method are adopted. The eight editions of junior high school civic education textbooks published in 1952, 1962, 1968, 1972, 1983, 1994, 2000, and 2005 are included for analysis. Prior to the implementation of the Grade 1-9 Curriculum, the textbooks are the national version compiled by National Institute for Compilation and Translation while for the period after the Grade 1-9 Curriculum, the Han-Lin Publishing version is chosen for this study. In this study, two aspects of law-related education content are involved: the presentation and the content of law-related education. The former can be separated into two themes, including “lesson units and activities” and “ compilation format”, and there are four themes for the latter which are “The Spirit of the Laws”, “Basic Human Rights”, “The Legal Process”, and “The Legal System and The Basic Principles of the Laws”. Based on these six themes, this research analyzes the development of law-related education content in civic education textbooks in junior high schools. Implications for practitioners and future research are made according to the findings which are listed below. 1. From the development of lesson units and activities, it was found that the content of law-related education is related to the development of social and political environment. With the enhancement of the rule of law in our society, the aspects and the types of the laws presented in lesson units and activities are more diverse. 2. From the development of compilation format, it was found that it is restricted by the school environment and the entrance examinations. There are a lot of activities designed by the educational tenets then has now been narrowed to paper-pencil tests. 3. From the development of “The Spirit of the Rule of Law”, it was that the content of textbook has changed from “the rule by law” to “the rule of law.” 4. From the development of “Basic Human Rights”, it was found that there are more and more human rights presented in the textbooks. The earlier editions cover mostly only the four types of basic human rights protected by the Constitution while the later versions are broadened to cover consumer sovereignty, environment right, the right of access to mass media, and the right to privacy. 5. From the development of “The Legal Process”, it was that the content of the textbooks has mostly focused on the regulation of lawmaking such as the constitutional amendment process, the legislative process and the types of administrative orders. 6. From the development of “The Legal System and The Basic Principles of the Laws”, it was found that the content of Constitution and foreign policy were abundant in earlier editions, decreased after the 1994 edition and the content of the Civil Code, the Criminal Code, the Administrative Law, and the Code of Procedure has increased. In the 2005 edition, more basic principles of law were presented in the textbooks, including the presumption of innocence and the adversarial system. In addition, there are newly enacted laws like the Gender Equity Education Act and the Domestic Violence Prevention Act presented in the textbooks.