An Action Research on the Curriculum Development and Implementation of Social Studies Infusing Human Rights Education: a case of an urban elementary school in Kaohsiung

• Main Authors: Xiang-Zhu Wang, 王香筑
• Other Authors: Pei-I Chou
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/f8hn2m

碩士 === 國立中山大學 === 教育研究所 === 102 === This study is intended to probe into the action project about the development and implementation of global education on the human rights issue. Action researches, supplemented with global scale of human rights in elementary and high schools, the third graders of the school that I taught in were recruited and ten teaching activities were put into practice. The data were collected and analyzed through the methods of action journals, document collection, and students’ interviews. After summarizing results of the study, the followings are the main conclusions and findings: I. Based on U.N. Declaration of the Rights of the Child and Convention on the Rights of the Child, this study designs and implements a human rights project was on the four concepts of fairness and equality, basic human rights, prejudice and discrimination, and right-relief . II. In the global scale of human rights in elementary and high schools, the students’ performances showed significant difference between the pretest and posttest. In the rights of survival, protection, participation, and social justice showed significant difference, but only the right of development didn’t show significant difference. III. After implementing the human rights project, the students had significant increases in “Cognition” and “Affection” levels, but their increases in “Action” level needed to be improved. IV. The students showed good responses towards the activities related rights of protection, leisure and play, and fairness and equality in this human rights project. Based on previous research findings, the researchers came up with the following suggestions: I. Project design 1. In designing the human rights project, students’ participation should be more emphasized in the “action level”. 2. The human rights project enhances students'' understanding about the rights of privacy. II. Educators 1.There should be more complete and accurate theoretical bases when it comes to defining and dividing the basic human rights. 2. The guildline of human rights education should be added more competence indicators about fairness and equality indices, and the channel of right-relief indices. III. Recommendations for future research 1. The “global scale of human rights in elementary and high schools” can be modified according to the participants of study to be more matched to students’ learning degrees and researchers’ requirements. 2. The level of social justice can be added to further explore human rights issues.