高中公民與社會科人權教材內容分析──以108課綱教科書為例

本研究旨在分析高中公民與社會科人權教材內容，主要關注現行高中公民與社會科教科書中人權教育內涵融入情形，並進一步解構教科書人權教育內涵的詮釋樣貌，最後檢視教科書融入人權教育內涵的內容對應學習重點情形。本研究以109學年度高中公民與社會科必修教科書為研究對象，採取量化的內容分析法，進行混合研究分析，研究結果如下：一、各版本公民與社會科教科書融入人權教育議題有差別，但皆有高比例融入人權教育議題，其中以「人權、責任與救濟」和「人權與民主法治」之議題被融入教科書的比例最高。二、教科書多以直述句方式討論人權議題，選用較多國內題材關懷人權議題，在人權教育議題詮釋方面多課予國家與政府責任。三、教科書內容對應課綱中的四項學習內容主題皆具人權教育議題實質內涵；但教科書內容對應的課綱條目未皆融入人權教育議題。四、教科書中具人權教育議題的內容，以符合課綱學習內容主題「社會生活的組織及制度」的比例最高，「社會的運作、治理及參與實踐」的比例最低。「公民身分認同及社群」的課綱條目具融入人權教育議題之高度合適性。「社會生活的組織及制度」中，僅部分課綱條目高度融入人權教育議題。從學習階段考量，教科書內容屬「社會的運作、治理及參與實踐」之課綱條目者，融入人權教育議題之內容具合適性與不合適兩種結果。「民主社會的理想及現實」之課綱條目融入人權教育議題時，有較多人權議題的「探討」與「理解因果」呈現。五、有較多之分析單元符合課綱學習表現中的「理解及思辨」；然而符合「理解及思辨」的內容，並未符合高中階段的人權教育議題實質內涵。教科書詮釋與呈現方式並未深入做到各項學習表現要求，僅部分符合學習表現要求，且較少符合「實作及參與」。

關鍵字

人權教育議題；高中公民與社會科教科書；學習內容；學習表現

並列摘要

The purpose of this study was to analyse the content of human rights textbooks in senior high school, focusing on the integration of the content of human rights education in senior high school textbooks, and further deconstructs the interpretation of the connotation of human rights education in textbooks, and finally examines the content of human rights education in textbooks corresponding to the focus of learning. This study took the senior high school civics and society textbooks in the 109 academic year as the research object, using a quantitative Content analysis. The findings were as follows: 1.The inclusion of the issue of human rights education in the different editions of the textbooks on civics and society varies, but there was a high proportion of all textbooks that were included in the issue of human rights education, among them, "human rights, responsibility and relief" and "human rights and democracy and the rule of law" have the highest proportion in textbooks. 2.Textbooks often discussed human rights issues by means of direct sentences, chose more domestic topics to care for human rights issues, and gave more lessons to the state and the government on the interpretation of human rights education issues. 3.The four learning topics in the corresponding curriculum guideline of the textbook content all had the essence of the topic of human rights education, but the corresponding curriculum guideline items of the textbook content had not been integrated into the topic of human rights education. 4.Human rights education topics were included in textbooks, with the highest proportion corresponding to the curriculum guideline content theme "organization and system of social life"; the proportion of "operation, governance and participation of the community" was the lowest. The curriculum guideline items of "citizenship and community" were highly appropriate for integrating human rights education issues. Only some of the programme items of "organization and system of social life" were highly integrated into human rights education issues. At the learning stage, the content of the textbook was an item of "the operation, governance and participation of society". The content of human rights education was suitable or unsuitable. When the curriculum guideline items of "the ideal and reality of a democratic society" were integrated into human rights education, there were more "discussion" and "understanding cause and effect" of human rights issues. 5.Many of the analysis units were in line with "understanding and reasoning" in the curriculum guideline performance. However, the contents of "understanding and reasoning" were not in line with the essence of the topic of human rights education at the senior secondary level. Textbook interpretation and presentation do not meet all the learning performance requirements in depth, only partially meet the learning performance requirements and less meet the "implementation and participation".