繪本融入人權教育教學對國小四年級學生人權知識與態度影響之研究

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題名:
繪本融入人權教育教學對國小四年級學生人權知識與態度影響之研究
著者: 沈慧玲; Shen, Hui-ling
尹玫君; Mei-Chun Yin; 教育學系課程與教學碩士班
主題: 繪本; 人權態度; 人權知識; 人權教育; 繪本融入人權教育教學; picture books; human rights attitude; human rights knowledge; human rights education; integrating picture books into teaching on human
描述: 本研究主要目的在探討繪本融入人權教育教學，對國小四年級學生人權知識與態度之影響。本研究採用準實驗研究法的不等組前後測實驗設計，研究對象為台南市某國小四年級兩個班級的學生，實驗組35人，對照組33人，實驗組接受繪本融入人權教育教學，對照組實施傳統人權教育教學，進行8週共16節的實驗教學。本研究以研究者自編的「國小中年級學生人權知識與態度問卷」為研究工具，進行獨立樣本單因子共變數分析，並輔以學生意見調查表、學生學習日誌及教學省思札記等資料進行分析，藉以了解教學的實施成效。研究結果發現如下：一、實施繪本融入人權教育教學，對國小四年級學生之人權知識有一定提升效果。二、實施繪本融入人權教育教學，實驗組和對照組之國小四年級學生的人權態度無顯著差異。三、實驗組學生對繪本融入人權教育教學持正面肯定之看法。四、善用多元教學策略有助於人權教育，而人權教育成敗之關鍵在於教師，教師以身作則，以正向管教落實人權教育，是不變的法則。依據研究結果，研究者從繪本教材、教師教學、未來研究等方面提出建議，供教學實務工作者與未來相關研究之參考。
The main purpose of this study is to investigate the effect of integrating picture books into instruction on human rights knowledge and attitude of fourth graders. A quasi-experiment was designed for two fourth-grade classes of a certain school in Tainan who were recruited as the subjects of the study. The experimental group(35 persons) received picture book instruction integrated into teaching on human rights, and the control group(33 persons) received traditional instruction of human rights. Both groups took part in teaching activities for 8 weeks, 16 classes totally. In order to realize the effect of teaching, the researcher used the questionnaire on human rights knowledge and attitude of middle grade elementary school students as a tool to gather quantitative data, and the data was analyzed through Analysis of One-Way Covariance (ANCOVA). Besides, students’ opinions sheets, learning diaries and teaching reflection notes have been adopted for supplemental tools to analyze qualitative data.The results of this research were presented as follows:1. Integrating picture books into teaching on human rights improved human rights knowledge of the fourth-grade elementary school students.2. There was no significant difference in human rights attitude between the experimental group and the control group after integrating picture books into teaching on human rights.3. The experimental group had positive viewpoints on integrating picture books into teaching on human rights.4. Making good use of multiple teaching strategies would promote human rights education. Teachers were the key to successful human rights education, and it was an invariable rule that teachers set a good example and carried out human rights education by positive discipline.Finally, we provided some suggestions for picture books, teachers and future advanced study in this field based on the results of this research.
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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/987654321/2055
資源來源: NUTN IR

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繪本融入人權教育教學對國小四年級學生人權知識與態度影響之研究

沈慧玲; Shen, Hui-ling 尹玫君; Mei-Chun Yin; 教育學系課程與教學碩士班 2009

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