國小教師法治專業知能與法治教學實施之探討

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題名:
國小教師法治專業知能與法治教學實施之探討
著者: 王震義; Wang, Chen-yi
蕭妙香; Miao-hsiang ，Hsiao; 社會科教育學系教學碩士班
主題: 法治教學; 法治專業知能; 國小教師; the law-related teaching; the professional knowledge and abilities of law-; elementary school teacher
描述: 本研究旨在探討國小教師法治專業知能及法治教學實施現況，並進一步了解國小教師實施法治教學時，所面臨到的困境。本研究採用質性研究法，訪談五位現職的國小教師，將深入訪談所獲得的資料加以整理、歸納及分析，得到本研究的結論如下：一、國小教師在「法治教學的意涵」方面的認知，包括有「民主為前提的法治教育」、「遵守團體規範」、「學生切身相關的法律常識」、「瞭解權利義務」、「保護自身安全」等五項看法。二、國小教師認為法治教學的需求性，則有「偏差行為與錯誤價值觀」、「幫助學生社會化」、「一知半解法律的認知」、「利於班級的經營」、「兒童的啟蒙階段」等五種看法。三、國小教師對法治教學實施的看法，在學校推動的部分，有「規劃、安排相關的法治教學活動」、「各處室的分工配合」、「設置法治教育的網頁」、「生活榮譽競賽」、「配合親子教育」、「法治教育的境教佈置」、「法治教育相關法令的宣導」等七項實施項目。教師實施法治教學部分，則有「小執法說故事補充教材的使用」、「配合相關課程進行教學」、「配合學校法治教學活動」等三項實施項目。四、國小教師法治課程的認知能力，在「課程的掌控」方面，教師則有「對融入課程的認知差異」、「課程計劃的設計安排」的不同做法。在「相關資源的應用」方面，教師認為「校內資源」有學校網站所建置的法治教學相關網站連結、學校圖書室法治相關的書籍、小執法說故事之補充教材等相關資源。「校外資源」則有社區的警察、家長或法治教育的專業人士。「資源的使用情形」，有的教師是很少會主動使用這些資源，除非是要配合學校的教學活動，否則平時是一種被動的使用狀況，要視教師對法治教育的重視程度而定。五、國小教師法治教學能力方面，則提到「價值澄清法」、「角色扮演法」、「繪本教學法」、「故事教學法」「講述教學法」、「多媒體教學法」、「案例教學法」、「專題研究」、「閱讀指導」、「參觀教學」、「隨機教學」等十二種教學法或教學方式的使用。六、國小教師的法治知識，在「教師應瞭解的法治知識」部分則認為應包含「法律內涵之認知」、「管教方面的法律知識」、「學生切身相關之權利義務」、「現行法令的宣導」、「教師本身的權利義務」、「求學階段所學之法治知識」等方面的法治知識。在「學生應學習的法治知識」部分則包含了「班規、校規之團體規範」、「守法觀念」、「學童容易觸犯之法律」、「公民活動的知識」、「與學生安全有關的法律」、「其它相關的法律常識」等方面的法治知識。七、國小教師的法治態度則有「法律之前人人平等的觀念」、「尊重的觀念」、「民主的態度」、「師生一視同仁」、「說清楚講明白」、「賞罰分明」等六項態度的表現。八、教師法治專業成長，在「進修的安排」上則呈現出「以相關職務的教師為優先」、「進修機會的分配不均」、「被動參加」、「進修資訊不足」、「進修活動太少」等五種現象。在「進修的現況」方面則有「參觀活動」、「校內研習為主」、「進修的內容」、「教學相長的成長方式」。對於影響教師專業成長的個人因素則有「時間精力的考量」、「教師法治專業素養不足」、「教師參加的意願」等因素。九、教師所面臨到的法治教學困境則有「教學的成效有限」、「學生未建立良好的觀念」、「傳播媒體的不良影響」、「偏差的教學理念」、「受制的教學舞台」、「外在環境的影響」等六項困境。關鍵字：國小教師、法治專業知能、法治教學
This study is to discuss the elementary school teachers’ professional knowledge and abilities of law-related education, and the current application of law-related teaching. The further purpose is to realize the difficults which are found during the process of law-related teaching application. Qualitative research is adopted in this study. About the interview study, the samples are included five on-the-job elementary school teachers. According to the interview data and information, the findings and results derived from the analysis and discussion of the research are summarized as the followings:1. Elementary school teachers’ cognition of “the meaning of law-related teaching” is shown on five aspects: “the law-related education under the premise of democracy”, ”to follow the group’s norm”, ”the common sense of law close to students themselves”, ”the knowing of obligation and rights”, ”to protect self-safety.”2. About the necessary of law-related teaching, five parts are shown as the followings: “the deviation behaviors and wrong values”, ”to help the students’ socialization”, ”the incomplete comprehension of law”, ”be beneficial to class management”,”to help the enlightenment of children.”3. About the application of law-related education, seven parts are shown as the”to plan and arrange the law-related teaching activities”, “administrative division of labor and to help each other”, “to set law-related education webpage”, “to hold life and honor contests”, “to associate with parental education”, “to arrange the law-related education environment”, “to publicize the law-related articles.” About the part ofapplying law-related teaching, three parts are shown as the followings: “to use extra law-related teaching sources”, ”to match related subjects and curriculums”, “to match the school law-related teaching activities.”4. The cognition ability of elementary school teachers on “law-related teaching curriculum” is show as the following two aspects: first, about the dimension of “curriculum control”, the teachers have different application on “the different cognition of integration degree”, “the design and arrangement of course plans.” Second, about the dimension of “related resources application”, the teachers consider “school internal resources” included: the school website and other internet connections, the related books in the school library, and other law-related complement material and related resources. About the “outside-school resources”, including: community police, the parents, or the experts of law-related education. About “the use of resource”, few teachers will use these resources actively unless they will cooperate with school teaching activities, during the usual time, they are almost passive. The active or the passive attitude depends on how much do the teachers emphasis the law-related education.5. About the elementary school teachers’ teaching abilities, twelve teaching methods are mentioned, including: ”values clarification”, “role-playing”, “pictures books teaching”, “story-telling”, “narrating”, “using multimedia”, “cases study”, “topic research”, “reading instruction”, “go visiting”, “random teaching.”6. About the elementary school teachers’ law knowledge, the parts of “the law which teachers should know” are included the followings: “the cognition of the law’s connotation”, “the knowing of discipline”, “the students’ obligation and rights”, “to publicize the current laws”, “the teachers’ obligation and rights”, “the law-related knowledge learned during the school years”。As the parts of “the law knowledge students should learn” are included the followings:” to know the class and school rules”, “to abide by the law”, ”the law easily broken by the students”, “the knowledge of being a citizen”, “the law related to students’ safety”, and “other related law common senses.”7. The elementary school teachers’ attitudes of the law are shown as the following six aspects: “equality under the law”, “respect and esteem”, “democracy”, “to treat equally without discrimination between the teachers and students”, “to make things clear and understandable”, “to have the fair prize and punishment.”8. About the professional growth of law knowledge and abilities, the parts of “research study arrangement” are included the following five situations: “the teachers with the related post are the priority”, “the distribution of the study opportunities are unevenness”, “passive involvement”, “information shorting”, and “less research and study activities.” About the parts of “further education situations”, the following five situations are included: ”go visiting”, “internal school studies are the majors”, “the content of the studies”, “teaching and learning promote and enhance each other.” About the personal factors influence the teachers’professional growth, it appears the following situations: “time and energy”, “short of teachers’ law professional general capacity”, “the teachers’ willing of the participation.”9.The elementary school teachers meet the difficulties of the law-related teaching, and they are appeared as the following six situations: ”the effect of teaching accomplishment was limited”, “the students didn’t develop good concept of law yet”, “the immorally influence of mass media”, “derivative teaching ideas”, “the limited teaching stage”, “the influence from outside environment.”Key words: elementary school teacher, the law-related teaching, the professional knowledge and abilities of law-related education
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建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4097
資源來源: NUTN IR

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國小教師法治專業知能與法治教學實施之探討

王震義; Wang, Chen-yi 蕭妙香; Miao-hsiang ，Hsiao; 社會科教育學系教學碩士班 2006

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