案例教學法運用於高中人權教育成效行動研究-以苗栗私立建臺中學為例

An Action Research of the Effectiveness of Applying Case Method to Human Rights Education in High School - A Case study of Private Chien-Tai High School

張奕千(I-Chien Chang)

指導教授 ： 洪翠娥

國立彰化師範大學/社會科學暨體育學院/公共事務與公民教育學系/碩士(2017年)

摘要

本行動研究旨在了解於學校課程進行人權教育對高中學生學習成效之研究，以苗栗建臺中學高一學生為研究對象，由研究者進行教學活動，擬以「案例教學法」研究發展人權教育的教學方案，探究學生對『問題主動探索』與『實踐人權行動力』兩項能力影響程度及其限制。研究期間蒐集教學研究日誌、小組學習單、學生回饋單、深度訪談紀錄等資料，進行分類、整理與分析本研究之問題。最後將討論上述行動研究結果並提出相關建議，以期能作為未來實際現場教學者及相關人權教育議題研究者參考之用。

經由研究歷程，本研究獲得以下結論：
壹、教學成效方面
一、以案例教學法為主的人權教育，能提升學生「問題主動探索」方面之能力。
二、以案例教學法為主的人權教育，未能有效提升學生「實踐人權行動力」方面之能力。
貳、課程設計方面
一、案例書面文章若配合相關影片播放，能加強學生學習意願。
二、教師講述時間在課程設計中不宜太長，需給予學生有充份討論對話的機會。
參、教師教學方面
一、教師先讓學生有充份討論及表達機會後再提供學生教師個人見解，可避免學生受教師想法影響。
二、在人權教育課程中，學生的回答沒有所謂對或錯的標準答案，願意在眾人表達觀點皆應予以鼓勵，以加強學生主動思考和願意表達的動機。

根據上述研究結論，本研究提出下列建議：

壹、對教師教學之建議
一、可將生活案例融入各科教學
二、人權教育課程可開設於多元選修課程中
貳、對課程設計之建議
一、以人權典範人物為主軸設計課程
二、播放人權相關影片提升教學張力
貳、對後續研究之建議
一、相關人權教材設計與研發

關鍵字

案例教學法 ； 人權教育 ； 行動研究

並列摘要

The action research was intended to find out the learning results of human rights educa-tion taught in high school with case method teaching strategy.The subjects are 45 freshmen in one private senior high school.
The researcher as the teacher gives the human rights education lessons with case method to research for the effectiveness and the restrictions of the students’ two abilities, the ability for exploring the problems spontaneously and the ability for practicing human rights, after the humans rights lessons.
During the research time, teaching study journals,group learning sheets,feedback sheets,and in-depth interview are classified,arranged,and analyzed for answering the questions of the action research.
At last, the results of the action research are discussed and some suggestions are given for the teachers tending to teach human rights lessons on campuses and the researchers inter-ested in the human rights issue.
According to the research process, the results of this research are as follows:
1. The effectiveness of teaching
(1) Human rights education lessons based on case method can enforce students’ ability for exploring the problems spontaneously.
(2) Human rights education lessons based on case method have no prominent effective-ness of increasing students’ ability for practicing human rights.
2. Course design
(1) Film teaching along with written case article can strengthen students’ learning effec-tiveness.
(2) A teacher shouldn’t spend too much time on narrating the case in the course design. It will be better to give more opportunity for students to discuss and interact.
3. Teacher professional growth
(1) A teacher should provide sufficent opportunity to discuss and express their opinions before letting them know the teacher’s points of view.This can avoid the students’ thoughts interfered by the teacher’s viewpoints.
(2) In the human rights education courses, there are no standard answers which are right or wrong.Those who are willing to express their opinions in front of people should be encourged to stimulate the motivation of active thinking and spnotaneous expressing their opinions.

Based on the above findings, this study proposes the following suggestions：
1. Suggestions for teaching
(1)To integrate real living case in the different teaching subjects is suitable.
(2) The human rights education curriculum can be opened in the multi elective courses
2. Suggestions for course design
(1)To design the courses with the human rights model figures as the teaching spindle.
(2)To show the videos relative to the human rights can lift the teaching tension.
2. Suggestions for future researches
(1)The design and the development of human rights education courses

並列關鍵字

case method ； human rights education ； action research

參考文獻

參考書目

壹、中文部份

一、 專書

王文科、王智弘(2012)。《教育研究法》。臺北: 五南圖書出版公司。

司徒達賢(2015)。《司徒達賢談個案教學:聽說讀想的修鍊》。臺北:天下文化。