| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 104 === The study was intended to investigate the teaching strategies of integrating case method into law-related education in a junior high and the effectiveness of those strategies on promoting ninth-grade students’ understanding and attitude to the ‘rule of law’ . Three main focuses were included as followings: 1. Analyses of the teaching process, strategies and restrictions of case method on law-related education. 2. The effectiveness of case method on students’ understanding and attitude to the ‘rule of law’. 3. Improvements and reflections after implementing case method into ninth-grade students.
The study was an action study. The subjects were 27 ninth-grade students who were instructed by case method for 30 classes. After classes, the data were collected and analyzed both quantatively and qualitively. The followings were the main conclusions and findings:
1. There were improvements on students’ understanding to law. (1) Students understood the real meaning of ‘administration by law’, ‘standard of right’ as well as ‘principles for reconciliation’. (2) Students realized the importance of ‘right-relief’ and ‘procedure justice’. (3) Students comprehended the properties of rules. 2. There was positive development of students’ attitudes to law.
2. If teachers were proficient in law and applied the case method properly, the difficulties during the teaching process could be effectively solved: (1) Since the students were still not used to the brand-new learning way, teachers had better build up students’ confidence and encourage them to speak up during class. (2) If the students were not well-prepared, the effectiveness of discussing would be limited. Thus, it was better that students were required to write learning sheet and to hand it in the same day. (3) Teachers needed to change the grouping way, guided students how to collect the information since some students might not take in charge of his/her job while being one of the group members. (4) In case reading, teachers played vital role. Therefore, it was important to strengthen the role of students by letting students be like teachers. (5) Reduced using the extra incentive. Tried to improve students’ self-awareness as well as their learning interests. (6) Based on the myth occurred during class, teachers should guide and propose questions timely.
3. The case method helped teachers improve and reflect themselves professionally. (1) The growth of ‘case method’: (1.1) The cases might refer to constitutional interpretation-related books and news. (1.2) The case must closely relate with students’ life experiences and create a dilemma as well. (1.3) The themes of cases should be more to guide students to think about the essence of law. (2) The growth of ‘case discussing’: (2.1) Assisted students directing their attitudes toward learning, and specified the rules for class discussion. (2.2) The case method should be combined with other instructions such as didactic teaching, role playing and debate discussion. (2.3) Teachers should frequently go around inspecting the interaction between students and giving guides properly. (2.4) The procedure of case method should include guided reading, discussion and comprehensive inducing. And the most important of all, students play the main role during the whole process. (3) The reflection of teaching process: 1. Teachers' proficiency in classroom management should be improved/enhanced. 2. Always level up our knowing to law education. 3. Law education should be supported by the social environment.
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