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從人權教育理論探討師生關係之建構-以教師觀點分析

林立凱; Lin, Li-kai 蕭妙香; Miao-Hsiang Hsiao; 行政管理學系文化與自然資源管理組碩士班 2009

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  • 題名:
    從人權教育理論探討師生關係之建構-以教師觀點分析
  • 著者: 林立凱; Lin, Li-kai
  • 蕭妙香; Miao-Hsiang Hsiao; 行政管理學系文化與自然資源管理組碩士班
  • 主題: 師生關係; 人權教育; teacher-student relationship; human rights education
  • 描述: 近年來，人權思想方興未艾，其涵蓋政治、法律、教育、社會等各層面；其中教育既受人權思想影響，也是落實人權思想的主要力量。所以，人權教育也成為最近這幾年備受矚目的教育政策。然而，現在屢見媒體報導，學生自我意識高漲，造成師生關係的危機；不少教師對管教學生感到無力，甚至對人權教育感到懷疑。 本研究考量人權教育理論的跨學科性質，擬由哲學、法律、心理學、社會學輔助，探討人權教育理論所建構之師生關係。除了相關文獻閱讀和分析，並透過訪談國中教師，獲知其對人權教育的認知、態度和教學經驗，以此形成立論。 歸納研究結果，可以得知，人權教育理論所建構的師生關係，包含：人性信念、權利規範、心理需求與環境交互。最後並以此做出建議，提供現代師生互動的新思維。
    In recent years, human rights are booming and cover political, legal, educational, social and other dimensions. In which all, education is not only influenced by human rights, but also the main force of the implementation of human rights. Therefore, human rights education has become a high-profile education policy in recent years. However, now many reports reveal that because students’ self-awareness is rising, it results in teacher-student relationship crisis. Many teachers have powerlessness to discipline students, even doubt human rights education. In this study, considering of inter-disciplinary nature of human rights education, to explore the teacher-student relationship built the theory of human rights education by philosophy, law, psychology and sociology assisted. In addition to reading and analyzing literature, through interviewing with junior high school teachers, to inform of their awareness, attitudes and teaching experience of human rights education, as the theory. According to the results, we know the teacher-student relationship built the theory of human rights education contains human nature beliefs, rights norms, psychological needs and the environment interact. Finally, make recommendations to provide a new thinking of modern teacher-student interaction.
    碩士
  • 建立日期: 2009
  • 格式: 121 bytes
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  • 語言: 中文
  • 識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2511
  • 資源來源: NUTN IR
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