結合法治核心概念融入防治校園霸凌教學之行動研究～以竹北市某國小二年級為例

本研究以行動研究為方法，以竹北市某國小二年級學生為對象，探討實施結合法治核心概念融入防治校園霸凌課程的發展歷程與實施情形，本研究實施期間從2017年9月到2017年12月，研究目的有二：一是設計結合法治核心概念進行防治校園霸凌的課程，並探究學生在防治校園霸凌之認知、技能與情意的學習成效；二是探究進行的教學歷程中，教師的成長與省思。本研究的結論如下：一、學生的學習成效，在認知、技能和情意三方面效果卓著：（一）認知方面： 1、能辨識「打鬧」與「霸凌」的不同。 2、能分辨「言語霸凌」、「關係霸凌」和「肢體霸凌」。（二）技能方面：有能力在自己或同學遭遇校園霸凌時做出正確因應，以防治校園霸凌。（三）情意方面： 1、願意幫助與體諒、同理被霸凌同學的痛苦，並和他們做朋友。 2、願意在自己霸凌同學後，補償以減輕被害人傷害。 3、願意在自己被霸凌時，給別人有悔改補償的機會。二、教師的成長與省思方面：（一）因教學相長，提升法治概念與防治校園霸凌智能。（二）因研究歷程，精進課程規劃和現場教學能力。（三）因研究歷程，評量方式更多元。（四）改善教學現場所遇到的困境。最後，研究者依本研究結論，提出對教師教學、學校行政的建議。

關鍵字

防治校園霸凌；法治核心概念；行動研究

並列摘要

This study adopts the action research method to investigate the development and implementation of the core concepts of the Rule of Law in curriculum of campus bullying prevention among the second graders of an elementary school in Zhubei city. The research period spanned from September 2017 to December 2017. There are two objectives in this study: To develop a program that integrates the core concepts of the Rule of Law for campus bullying prevention, and evaluate the learning performance of the students in campus bullying prevention from aspects of cognitive domain, psychomotor domain and affective domain; To investigate teacher’s growth and reflection from this action research. The main conclusions are as follows: 1. Students’ learning outcomes are effective in three aspects: cognitive domain, psychomotor domain and affective domain. In terms of cognitive domain, students not only can discriminate between slapstick and bullying, but also can distinguish “verbal bullying”, “relationship bullying” and “physical bullying”. In terms of psychomotor domain, students are capable to make correct reaction to prevent bullying when they or their classmates encounter campus bullying. Within affective domain, students are willing to be considerate and empathic to the suffering of the bullied classmates, to help them and be their friends. When committed bully, they are willing to compensate to mitigate victims’ injury. Being bullied, they are willing to accept repentance and compensation from relevant persons. 2. The teacher’s growth and reflections: Benefits from curriculum implementation, the researcher’s intelligence on concepts of the Rule of Law and campus bullying prevention was increased. The research course not only enhances the researcher’s ability on curriculum development, on-site teaching, and diverse evaluation, but also solves the problem the researcher saw in daily teaching. Finally, based on the research conclusions, the study makes suggestions for teachers and school administrators.