| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 91 === abstract
The purpose of this thesis is to investigate the circumstances of the elementary schools that perform the human rights education. Four methods of observation, interview, context analysis and document analysis are utilized in the thesis. It includes four aspects, the idea of human right education, the content of textbook, teaching process and class management and as well it analyzes the force of resistance and assistance that might be encountered in the study.
According to the outcome of my study, I draw four conclusions:
1. The idea of human right of my case are traced to family education, religious education in the kindergarten, the edification and frustration in the process of learning, teacher’s pre-service training programs, the experience of actually educating and teacher’s in-service training programs.
2. The professional knowledge are insufficient and should be promoted.
3. The purport of human right education in the twelve volumes of textbook is based on completion of first stage of index in human right education.
4. According to the learning domain of textbooks, the distribution is not fair. Most index of human rights education are concentrated on social studies but none on the mathematics studies.
5. According to the ability index of human right education, all concentrated on ability index 1－1－2 but none on 1－1－1 and 2－1－1.
6. There are three ways to fuse human right education into process of education: (1) cooperate the activity of the school. (2) the content of human right education in the textbook. (3) Combine the personal experience and daily news.
7. The educational strategy of the case is primarily based on 「recitative method」.
8. The achievement of index in human right education is 「1－1－2 」、「1－1－3 」、「1－2－3 」after the fusion of human right education into process of education.
9. The teaching of my case hold the points of the practice of human rights and the content of human rights but are still not perfect and complete.
10. The class management of the case fit in with human right but the class disciplines are still not set up by the teacher and all students. There are several flaws, like the deprivation of play time, the institution of special seat, being refused to enter the classroom if being late and class affairs are not decided by students.
11. The resistance of performing human right education is come from the deficiency of professional knowledge of human right education, deficiency of teaching materials and the unconcern of peers. The assistance of it is come from driving of administration and cooperation of the family.
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