本研究主要目的在比較康軒、南一、翰林三個版本的國小社會學習領域教科書在人權教育課程設計上的融入人權教育指標與未融入之情形。主要的研究方法為內容分析，其分析單位為單元與課。研究結果發現：人權教育指標編號1-2-4是在第二階段共同被三個版本遺漏的人權教育能力指標，康軒版未融入之人權教育能力指標有1-2-2、1-2-4、2-3-2；翰林版未融入之人權教育能力指標有1-2-4、1-3-1、2-3-5；南一版未融入之人權教育能力指標有1-2-4、2-2-2、2-3-2、2-3-4。同時發現人權教育議題主要以三年級上學期、五年級下學期及六年級整學年為主。其主要融入探討的內容為家庭、班級與學校活動、臺灣的歷史發展、民主與法治議題、多元文化及國際觀。唯對大自然議題中的人權概念（聯合國人權委員會所謂之環境權），多半被定位成環境教育而非人權教育的範疇。

This study investigates differences among elementary school textbooks from three different presses in their level of integration of human rights education into social science courses. The method used in this study is content analysis; the analysis units are the individual "units"! and "lessons"! in the textbooks published by Kang-Shuan Press, Han-Lin Press, and Nan-Yi Press. The results show that the third- and fourth-grade Competence index 1.2.4 f Human Rights is ignored in textbooks published by those three Presses. All the fifth- and sixth-grade Competence Index of Human Rights are integrated into which grades of social science textbooks published by Kang-Shuan Press and Nan-Yi Press, however, the Competence Index 1.2.2, 1.2.4 and 2.3.2 of Human Rights are ignored in Kang-Shuan textbooks, 1.2.4, 1.3.1 and 2.3.5 are ignored in Han-Lin textbooks, and 1.2.4, 1.2.2, 2.3.2 and 2.3.4 are ignored in Nan-Yi textbooks. In addition, most integration of human rights education into social science courses are happened in the third-grade fall semester, the fifth-grade spring semester, and the whole year of sixth grade. The most human rights issues integrated into the social science courses in elementary education are regard to family, activities in classrooms and schools, Taiwanese history, Civil and Political Rights, multicultural and international views. Nevertheless, environment issues which the OHCHR proposed to be a part of human rights are distributed to the environment education which is another one as well as human rights education in six issues the Ministry of Education in Taiwan Stipulated.