| Summary: | 碩士 === 國立新竹教育大學 === 環境與文化資源學系社會學習領域教師碩士在職專班 === 103 === Abstract
This study analyzed the content of human rights education in the social studies textbook of elementary schools, hoping to understand the quantitative distribution and presentation conditions of human rights education in elementary schools’ textbooks. This study used content analysis methodology, in which references were first explored and made from both Taiwanese and foreign relevant literatures. Next, the subject categories of the study were established, and the curriculum standard of 1993 and the curriculum guideline of 2008 were analyzed, in which the content of human rights education is presented in different periods of elementary social studies textbooks. Data analysis is divided into two parts. First is the quantitative analysis of human rights education content. Results were recorded based on categories. Comparison and analysis of percentage and the number of appearances were performed between the overall and different learning stages of the two versions in different periods. Second is the qualitative analysis of human rights education content, in which the differences of the content and methods of presentation of human rights course materials in different periods of elementary social studies textbooks were discussed and compared. The conclusions derived from this study are:
1.In different periods of elementary social studies textbooks, the curriculum guideline of 2008 placed more emphasis on the content of human rights education than the curriculum standard of 1993.
2.In different periods of elementary social studies textbooks, the learning stage of junior grades in both periods had higher proportion of the content of human rights education than the proportion of learning stage of senior grades in both periods.
3.In different periods of elementary social studies textbooks, there is a significant difference in the distribution and proportion of the main categories of human rights education.
4.In different periods of elementary social studies textbooks, there is a difference in the distribution and proportion of the main categories of human rights education in each of the learning stages.
5.In different periods of elementary social studies textbooks, there is consistency in the valued content of the secondary categories of human rights education.
6.In different periods of elementary social studies textbooks, there is difference in the editorial strategy of the content of human rights education.
Based on the research results above, this study provided recommendations specifically focusing on course design and directions for future research. This study serves as a reference for the editorial of course materials and relevant researches in the future.
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