| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 102 === The purpose of this study is to understand the current situations of integrating competence indicators of human rights education contained in social studies textbooks of junior high school by analyzing the selection and illustration of the competence indicators of human rights education in the social studies textbooks of junior high school. Furthermore, inferring that the current situations of the implementation of human rights education in junior high school. With the content analysis method, this study compared the textbooks of three editions, Han-lin, Kang-xuan, and Nan-yi, from book 1 to book 6 on 18 volumes. The major findings of this study are summarized as follows:
1. In the current social studies textbooks of junior high school, the competence indicators of human rights education is integrated into 56.86% of all lessons.
2. In the current social studies textbooks of junior high school, the theme of History has the highest percentage of lessons which integrate the competence indicators of human rights education.
3. In the current social studies textbooks of junior high school, the core competence of “The content of human rights” has the higher percentage than the core competence of “The value and practice of human rights” of lessons which integrate the competence indicators of human rights education.
4. In the current social studies textbooks of junior high school, under the same core competence, the selection and illustration of the competence indicators of human rights education is concentrated.
5. In the social studies textbooks of junior high school, the competence indicators of human rights education is illustrated with diversified ways.
6. The integration of the competence indicators of human rights education in the social studies textbooks is limited. And it causes some competence indicators of human rights education to been ignored.
7. In the social studies textbooks of junior high school, only 65% of all lessons which integrate the competence indicators of human rights education are apposite.
In conclusion, according to the findings of this study, a few related suggestions are regard as references to the textbook editors, the teachers, and the studies in the future.
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