公民行動取向課程：人權議題融入國際教育之行動研究

Civic Action Orientation Courses： Action Research on the Integration of Human Rights Issues into International Education

曾微分(Wei-Fen Tseng)

指導教授 ： 陳美如

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2017年)

摘要

本研究旨在探討以六年級社會科課程內容為基礎，運用人權議題融入國際教育之課程實踐做延伸，從學生平日的營養午餐議題出發，結合公民行動取向之「覺知與關懷」、「探究與增能」及「公民行動」三階段模式，引導學生進行主動關懷、發掘、深究問題、提出解決策略並能採取行動，以及教師在實施歷程中的省思與成長。
本研究以竹竹國小六年一班26位學生為對象，採用行動研究法，設計「食物大作戰」和「從心出發‧為愛啟程」兩階段課程共20節課，利用課堂觀察記錄、學生回饋學習單、晤談記錄、教師省思札記及學生學習成效問卷等資料，進行多元資料檢核與分析，期望能真實呈現課程實施歷程與學生學習表現，並提出建議做為未來相關課程實施的參考。
依據教學實踐歷程歸納出以下結論：
一、 公民行動取向課程可結合領域課程內容並融入相關議題及加入國際教育元素，將有助於學生擴展視野和深化學習。
二、實施過程中尊重學生共同討論出的行動方案，結果不完美也是值得鼓勵肯定。
三、本課程方案著重態度與情意的培養，需運用多元評量方式以瞭解學生在各方面的學習狀況。
四、學生從實踐歷程中學會覺知與反思，產生關懷與同理心，惟需要多一些時間來等待行為的改變。
五、教師適時引導學生進行探究與合作學習，反覆練習能增進學生解決問題能力。
六、公民行動取向課程實施於國小階段確實可行，能夠從實踐中學習與人合作的能力與態度，提升了自信心和成就感，可再將行動範圍擴展到社區。
七、應配合學校行政及全校師生共同努力，才能有效降低學校營養午餐剩食量，光憑一班學生的力量很有限。
八、透過與協同夥伴的對話與經驗交流，可提升教師的專業知能。

關鍵字

公民行動取向 ； 人權議題 ； 國際教育 ； 行動研究

並列摘要

The purpose of this study is to explore the extension of the practice of incorporating human rights into the international education curriculum based on the contents of the sixth grade social science curriculum. Based on students' lunch on weekday, this study combines "awareness and care", "energizing" and "citizen action", attempting to guide students to take the initiative to care for, explore, study the problem, put forward strategies to solve the problems. Teachers’ reflection and growth during the implemented process is also an important issue.
In this study, we take a class of 26 students from Hsubei primary school. The study is conducted in a total of 20 periods, in a two-stage course called "Food Warfare". Data collection includes students’ feedback learning sheets, interviews, teacher notes and student learning effectiveness questionnaire and other data. Multi-material assessment and analysis are conducted, expecting to reflect the course implementation and student performance, and make recommendations for further studies.
Based on the teaching practice, the following conclusions are drawn:
1. Civic Action Orientation Courses can combine field courses with relevant topics and incorporate international education elements to help students broaden their horizons and deepen their learning.
2. Respect for students during the implementation of the course of action discussed jointly. Even though the result is not perfect, it encouraged students.
3. This course focuses on attitude and emotional training. Multiple assessments are needed methods to understand students in all aspects of learning.
4. Students learn from the practice of awareness and reflection, resulting in caring and empathy. The only thing we need is time, in order to wait for behavior changes.
5. Guide students timely on exploration and cooperative learning, repeated practice can improve students' ability to solve problems.
6. That civil action orientation courses implemented in the primary stage is indeed feasible. Learners are able to learn from the practice of cooperation, which enhance self-confidence and sense of accomplishment, and which can be extended to the community.
7. Cooperating with the school administration and school teachers and students can effectively reduce lunch leftovers. Merely a SINGLE class cannot make it.
8. Through exchanging experiences with partners, teachers’ professional knowledge is enhanced.

並列關鍵字

citizen action orientation ； human rights issues ； international education ； action research

參考文獻

壹、中文部分

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