| Summary: | 碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 100 === The main purpose of this study is to investigate the developmental process and implementation effectiveness of global education teaching program for elementary school senior students – “730 Days in Taiwan – Labor Rights of Social Welfare Foreign Workers.” This is an action research where grade-6 elementary students were selected as the subjects to participate in the 18-course teaching program. The data were collected for analysis using methods such as tests, interviews, literature review, and teaching reflection log.
According to the research results, the following three conclusions are proposed:
1.The three design elements of the teaching program “730 Days in Taiwan – Labor Rights of Social Welfare Foreign Workers”
(1)The objective of this teaching program was established based on three aspects, knowledge, skills (attitude), and participation of “Global Issues, Problems, and Challenges” established by American Forum for Global Education (AFGE).
(2)The framework of this teaching program was developed based on the design model of civic action approach program. In addition, the teaching process was divided into three aspects: “awareness and caring,” “exploration and empowerment,” and “civic action.”
(3)The seven important meanings of foreign worker labor right education were summarized based on “the International Covenants on Human Rights,” “Universal Declaration of Human Rights,” and “conventions promulgated by international labor organizations,” including “everyone is equal, no one shall be held in slavery or servitude, salary protection, periodic holidays with pay, right to assembly, medical and health protection, and freedom of thought, religion, and speech,” as the meanings of this teaching program.
2.Teaching difficulties faced by the researcher and countermeasures
(1)The researcher did not fully understand foreign worker-related policies and human right issues, and thus, participated in civic education seminars and lectures of human rights of foreign workers to increase personal understanding of foreign worker-related policies and human right issues.
(2)There was a lack of information on the living status of foreign workers in Taiwan. Therefore, the researcher observed and took photographs of work/off-work status of foreign workers on streets, in order to enable students to understand their living status in Taiwan through actual pictures.
(3)Because foreign worker human right organizations could not attend the class to hold a forum, the researcher invited Vietnamese foreign spouse instead to hold a forum and describe the unequal treatment and cultural differences they faced at work in Taiwan.
(4)The students did not actively participate in class discussion. Therefore, the researcher encouraged them to participate in discussion by holding competitions and giving verbal compliments.
3.The learning effectiveness of the teaching program “730 Days in Taiwan – Labor Rights of Social Welfare Foreign Workers”
This teaching program could increase students’ knowledge, skills (attitude), and participation in actions concerning “Being Friendly and Caring for Human Rights of Foreign Workers in Taiwan.”
4. Growth and reflection of the researcher during the teaching process
(1) The researcher experienced professional empowerment on global education and
development of instructional project.
(2) During the teaching course of labor rights, it is necessary to investigate foreign
worker human right issues with empathy.
(3) To understand the importance of civic action and to aggressively implement it based on the exchange and sharing of foreign labor right forum.
(4) It is necessary to be friendly and caring for foreign workers in Taiwan.
Based on the aforementioned research findings, several suggestions were proposed for teaching practice of teachers and future studies.
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