運用人權議題實踐國際教育課程之行動研究：以竹北國小六年級學童實踐公民行動方案為例

An Action Research on Adopting Human Rights Issues in International Education Curriculum: Example of Zhubei Elementary School Sixth Grade Students Practicing Citizen Action Project

本研究運用美國公民教育中心所提出的公民行動方案，鼓勵學童從自我改革開始、能同理生活周遭與國際議題，用各種可能的行動為他人發聲，落實在地行動於生活之中的具體行動。本研究公民行動取向課程以「牛肉的真相」、「基因改造行不行」、「讓愛傳出去」等三階段來說明。第一階段，臺灣歷經毒奶粉、塑化劑與食用油等一連串食安事件，「健康人權」經由《經濟社會與文化權利國際公約》的宣示，已達國際公認的人權保障標準，故決定以「牛肉的真相」為首部曲課程，課程從生活周遭的議題切入，提升學童覺察與關懷能力，關切自己平時食用牛肉的來源，並置身社區情境來學習，透過親身參與讓學習更具意義。第二階段引入權利的問題，釐清責任主體，深入探討美國牛在飼養過程中餵食的基因改造玉米。藉由文本分析討論，讓學童認識基因改良作物，透過辯論澄清各國對基因改造作物的規範與個人立場，進一步省思個人具有選擇健康食物的權利。從學習中探究問題的原因，並透過小組討論及全班分享發表，培養思考、批判及民主溝通的能力，以建立自己的價值觀。第三階段將主導權交還學童，以「海地人吃泥巴餅」為主題，依據問題解決的合理性、執行性和有效性，決定以捐贈物資到食物銀行與影片拍攝為行動策略，將課程學習的主權還給學童，讓他們探究學習的樂趣，並對於全球人權議題產生探究與關懷的興趣，成為優質的全球公民。

This study adopts methods from the book Project Citizens by Center for Civic Education to encourage students start on self-reform,to develop an empathy for public issues in their surroundings and from the world, to speak up for others and to take actions to solve problems in real life. The citizen project curriculums in this study comprise three main topics, “Facts about the Beef”, “Yes or No to Genetically Modified Food?” and “Love Goes ‘round”. In the first phase, taking examples from Taiwan's food safety crisis from toxic milk powder, gutter oil to plasticizer, the team assumes the “human rights for health” proclaimed by “International Covenant on Economic, Social and Cultural Right” have been internationally recognized as standards of human rights. “Facts about the Beef”, as the initial lesson, is to explore issues in daily life, to enhance students' ability to perceive and to care and to care over the sources of food. The objective for this phase is to make the students' learning more significant through their personal involvements in a community context. Matter of right is introduced in the second phase of the curriculums. A more in-depth study on the American cattle feeding on GM corns and the responsible subjects will be conducted. With text analysis and discussions, students get to know genetically modified crops; through debates, students can clarify the difference between official norms and individual stance and further to become aware that access to safe food is a human right. Students are expected to trace down to the root cause of the problem, and through group discussions and class presentations, students' ability to think critically, to judge and communicate is elevated and thus their own perpectives of values can be built up. In the third phase, students will be the ones who take initiative in the following lessons. Students will be studying over the subject “Haitians eat mud cakes”, and then work together for a solution, based on the rationality, the implementation and effectiveness of the decision, to donate resource to food banks and film-making as their action strategies. By returning the sovereignty back to the children, the team helps students find fun in learning and to sow in them the motive for invastigating and caring for global human issues and thus to become good citizens in the world.