讀本教學之人權教育行動研究

An Action Research on How Teaching Literate Readers Incorporates with Human Rights Education

國內人權教育之探討多年來仍未被詳盡探討，課程設計與實施更是缺乏，故以台灣南部的曙光國小所進行的六年級人權教育課程設計與實施之行動研究，旨在探討透過融入式閱讀教學進行人權教育的可行性。本研究採質性研究取向，透過觀察、訪談、相關文件資料、學習單、錄影與反省札記等方式進行資料蒐集，最後加以整理分析。本研究發現：就融入式的課程設計而言，發現活動的設計切合學生學習，內容符合真實性，學生接受度高，其中以生存權及人身自由權的介紹印象最為深刻，但也發現教材未能涵括人權的歷史與文獻的內容。最後，對人權教育課程設計加以省思與建議。

The human rights education in Taiwan is still in the beginning stage， and yet the curriculum design and implementation in the human rights education is scarce. Therefore， I intend to conduct an action research on the human rights education for the sixth graders at an elementary school in southern Taiwan. The purpose of this research was to explore the possibility to integrate human rights education into reading instruction. The qualitative research approach was adopted. Data were collected through observations， interviews， relevant documents， students’ worksheets， video recordings， and reflection notes. The research findings are: The teaching materials and activities matched what the students needed-- the content was realistic. It was highly accepted by the students， especially the illustration of the “rights to life” and “rights to liberty and security of person，” A slight downside of the curriculum design was that the teaching materials failed to include the history of human rights and the content of the documentary. Lastly， specific suggestions， based on the conclusions of this research， are proposed for those educators interested in the human rights education.