| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 103 === In Taiwan, the two conventions include “International Covenant on Civil and Political Rights” and “International Covenant on Economic, Social and Cultural Rights”, entered into force in 2009, declared determination of our commitment to human rights, our country is a democratic country to implement the rule of law, improve the rule of law and human rights literacy of the people is an important task of civic education.
In recent years, because the Advanced Subjects Test is taken into account Citizenship and Social Studies, revising Citizenship and Social Studies curriculum in high school , Citizenship and Social Studies has a new appearance, and still play an important role in promoting civic education in high school.
The new Citizenship and Social Studies curriculum guideline has been implemented for many years, Citizenship and Social Studies at the high school how to implement and transformation the Law-Related Education, human rights education in the concept of civic education in " Law-Related Education and human rights education". Teachers' " Law-Related Education and human rights education, " curriculum at the teaching field through the formation of perceived curriculum and operational curriculum. This study was through exploring " Law-Related Education and human rights education, "ideal curriculum, formal curriculum and teachers' perceived curriculum, operational curriculum to understand the curriculum and teaching transformation.
Based on the above background and motivation, the main purpose of this study include exploring the meaning of the formal curriculum in high school Citizenship and Social Studies of " Law-Related Education and human rights education," teachers ' perceived curriculum and operational curriculum in " Law-Related Education and human rights education", and teachers' transforming difference between the perceived curriculum and the operational curriculum in "Law-Related Education and human rights education".
This study adopted qualitative research methods, including text analysis, classroom observations and interviews. By collecting and analyzing data, this study explores " Law-Related Education and human rights education," formal curriculum content and teachers' perceived curriculum, operational curriculum and transforming difference between the perceived curriculum and the operational curriculum in "Law-Related Education and human rights education".
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