| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 107 === This study aims to explore the process of development and revision of curriculum of human rights literacy in an elemantary school. It also investigates the results and difficulties in curriculum implementation for the 1st graders, and students'' learning progress in human rights literacy in the cognitive, affective and behavioral dimensions.
An action research is adopted in the study. The subjects are 1st grade students in Qiyi elementary school in Kaohsiung city. The study lasts a total of 25 periods in 20 weeks for the children''s curriculum of human rights literacy. The researcher develops the curriculum in situational mode and sets up learning contents and goals with 12-Year key elements of human right education in elementary school. The curriculum conbined with situational contex of daily life makes the learning meaningful, and leads children to use what they have learned to solve daily problems of human right. The competency-based curriculum strengthens the performance of prictice.
The research information collected and analyzed include worksheets, observation records, students’ interviews, works, teaching reflections, peer feedback of classroom observation, and interviews with class tutors.The conclusions are summarized as followings:
1. The situational model benefits the development and revision of the action plan of children''s school-based human rights literacy
2. Implementing the action plan of children''s human rights literacy based on respect and empathy is feasible for the first graders.
3. Students make great progress in children''s human rights literacy performance, but have difficulty in the learning of distributive justice. Furthermore, in the affective dimension they are less able to accept participation rights.
Based on these results, the researser provides some specific suggestions for educational administration authorities, teachers and further researchers.
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