國小學生法治概念認知與態度形塑之教學研究─從美國公民教育中心《民主基礎系列》教材的觀點談起

黃國峰(Kuo-Fong Huang)

指導教授 ： 林佳範

國立臺灣師範大學/教育學院/公民教育與活動領導學系/博士(2009年)

摘要

近幾十年來，台灣雖然歷經了一連串的民主政治改革，但與民主有密切關係的法治理念，仍然未普遍深植於社會之中。在一般人的觀念中，常認為法治教育就是法條宣導。因此，在現今的中小學校園中，法治教育等同犯罪防治教育，法律一再被強調其違法制裁的手段，忽略法律的程序正義與人權保障面向。基於這樣的問題，本研究擬以民間司法改革基金會、中華扶輪教育基金會、台北律師公會等民間團體自美國公民教育中心所引進的《民主基礎系列》教材為核心，從權威、隱私、正義、責任等四個基本概念，重新去思索法治教育的內涵，並藉由參與教學、生活觀察及質性訪談來探討《民主基礎系列》教材在國內實施之教學成效，進而了解師生對教材之觀感與評價。本研究之目的如下：
一、 剖析美國公民教育中心《民主基礎系列》教材之課程、教學及師資訓練的內涵。
二、 了解國內小學生活課程、社會學習領域教材之法治課程與教學的內涵。
三、 探索《民主基礎系列》教材對國小學生法治概念認知與態度之形塑歷程與成效。
四、 探討學生與教師對《民主基礎系列》課程與教學之觀感和評價。
本研究經由參與教學、觀察及訪談，所獲致的結論為：首先，《民主基礎系列》教材教學之實施，的確有助於學生法治概念之認知與法治態度之形塑，這種改變不只侷限於教材知識之獲得，更顯現在學生的行動、實踐層面，但如此轉變易與家長、教師管教態度和價值觀，產生衝突，形成兩難困境。其次，擔任參與教學之教師在教學歷程中，本身的法治概念、態度與輔導管教理念，亦隨著教材的施教而受影響、改變；最後，就《民主基礎系列》教材在國內的可行性與限制而言，基於現今課程結構及校園現況，時間因素是對於這套教材實施之良窳，具有決定性影響；而教材在施教過程中，受訪教師們認為思考工具之簡化、教學品質之提昇、學生作業完成方式及教材施教順序，都必須作進一步之轉化，方能適用於國內的教學環境。

關鍵字

法治教育 ； 法治 ； 權威 ； 隱私 ； 責任 ； 正義

並列摘要

Abstract
Taiwan has experienced a series of democratic political reforms in the past several decades. However, the idea of rule of law, which is so closely related to democracy, has not been deeply and widely rooted in the society. The common people often regard law-related education as propaganda of legal rules. As a result, such education in the elementary and middle schools is usually equalized as the criminal prevention education. In this sense, what has been emphasized in law is its function of punishment for the unlawful acts, but the aspects of procedure justice and human right protection in law were seriously neglected.
On the basis of the above mentioned problems, this research proposes to focus on Foundation of Democracy Curriculum (FDC) as the text, which was introduced, from the Center for Civic Education (CCE) in the States, by the Taiwan Judicial Reform Foundation, Chuang Hwa Rotary Educational Foundation, and Taipei Bar Association. In order to rethink the imbedded meanings of law-related education from a new perspective, this research takes authority, privacy, justice, and responsibility as the focal concepts for exploration. Besides, the teaching effects and responses of this text in Taiwan were examined by means of participatory teaching, life observation and qualitative interview.
The aims of this research are as follows: 1. to analyze the curriculum of FDC issued by CCE, as well as its teaching and faculty training. 2. to understand the curriculum of rule of law and its teaching in the life curriculum and social learning area teaching of the elementary schools in Taiwan. 3. to explore the forming process and the effects of the cognition of law-related concepts and attitudes of the elementary schools’ students in Taiwan. 4. to discuss the perception and evaluation of teachers and students to the FDC.
It concludes: firstly, the teaching of FDC is indeed conducive to the formation of students’ cognition of law-related concepts and attitudes. Not only do the changes occur on the level of knowledge but also manifest on the level of practical actions. However, the changes will cause the value and behavior conflicts between students, family elders and teachers. Secondly, the teachers participating in teaching FDC were also affected, even changed, in terms of their law-related ideas, attitudes and ways of teaching. Finally, the limitation is that under the current circumstances, the time factor is decisive in determining whether this application is successful. In conforming to the local teaching environment, the interviewed teachers claim that simplifying means of thought, the enhancement of teaching quality, ways of completing assignment, and text-teaching order are the four categories in need of further transformation.

並列關鍵字

law-related education ； rule of law ； authority ； privacy ； responsibility ； justice

參考文獻

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