高中人權教育面對價值衝突之教學研究－以公民科為例

本研究希冀探討價值衝突下的人權教育究應如何進行，才能使學生學習、充分理解、進而認同、實踐人權的價值。藉由分析現職高中公民教師在從事人權教學的過程，遇到價值衝突時之教學理念，以探討高中人權教育的現況。核心目的在於了解公民教師如何看待以及應對價值衝突；當教師在教學現場面對價值衝突時的教學理念為何？其教學方法為何？本研究嘗試回答的研究問題： (一) 高中公民教師如何看待應對價值衝突？ (二) 高中公民教師如何進行人權教學？是否運用價值衝突在人權教學之中？結論歸納為三個部分：教師如何看待價值衝突、如何進行人權教學、以及現今人權教育所面臨的困境挑戰。有教師認為，處於價值衝突的情境，或是挑戰現行法規，較有利於人權教學，教師也會在價值衝突中，採取符合人權的價值，並引導學生建立。教師會以身教、言教教導學生尊重他人權利、負擔義務，並選擇與學生生活相關、價值衝突議題，作為教學案例、運用促進自我反思、與他人互動討論的教學方法，畢竟與學生生活及考試結合，有助達到有效教學。至於人權教育的困境挑戰在於，校園內教師人權素養不一、部分成員缺乏對他人權利之尊重、乃至於制度面實質平等的追求，皆關係境教，也浮現是否應該強調「人權價值高於法安定性」之兩難抉擇。對此本研究建議：首先在教育體制，人權教育納入師培必修，並以公共審議的精神、正當法律程序檢討修訂政策制度。再者對於教師教學，開發與學生生活結合之案例、以促進自我反思、與他人討論互動的方式，加強教導學生尊重他人權利、負擔責任，運用網路資訊媒體輔助教學，並注意其影響、教材難度以及與考試結合的利弊得失。期待透過有效的教學，將人權的價值傳遞，讓每個人的基本權利都能夠得到保障。

關鍵字

人權教育；價值衝突

並列摘要

This study hopes to explore how human rights education should be conducted under the conflicts of values, so that students can learn, fully understand, and then recognize and practice the value of human rights. By analyzing the current high school civic teachers in the process of human rights teaching and their teaching concepts when they encounter values conflicts, this paper discusses the current situation of high school human rights education. The core purpose is to understand how civic teachers view and deal with values conflicts; what are the teaching philosophies of teachers when they face values conflicts in the teaching area? What are their teaching methods? The research questions this study attempts to answer: (1) How do senior high school civic teachers response to value conflicts? (2) How do senior high school civic teachers teach human rights? Is conflict of values used in human rights teaching? The conclusions are summarized into three parts: how teachers response to the conflicts of values, how to teach human rights, and the challenges faced by human rights education today. Some teachers believe that it is more conducive to human rights teaching in a situation of values conflicts, or to challenge existing laws and regulations. Some teachers will teach students to respect the rights and obligations of others by teaching in class and by themselves for examples, and choose topics related to students' life and values conflicts as teaching cases, and use teaching methods that promote self-reflection and interactive discussions with others to achieve effective teaching. As the challenge of human rights education, Each teacher has different human rights literacy, some lack respect to others, and even the pursuit of substantive equality in campus is all related to contextual education. The dilemma of whether to emphasize "the value of human rights higher than legal stability" also emerges. In this regard, this study proposes: In the education system, human rights education should be included as a compulsory subject for teachers cultivate education, and the policies should be reviewed and revised in the spirit of public deliberation and due process of law. For teachers' teaching, develop cases that are integrated with students' lives, in order to promote self-reflection, discuss and interact with others, strengthen teaching students to respect the rights of others, bear responsibilities, use online information media to assist teaching, and pay attention to its influence, the difficulty of teaching materials, and the pros and cons of combining with the exam. Expect we through the effective education of value of human rights, so that everyone's basic rights can be protected.