人權教育是當代世界各國所重視的教育目標之一，也是我國教育要努 力的目標之一，然我國對於人權教育之推動尚在起步階段，必須藉助其它推 動人權教育以及發展人權教材具有長久歷史國家的經驗。基於上述，本文目 的在於透過對於不同國家人權教材的比較與分析，探討建構人權教材之適切 架構，作為我國教育工作者發展在地性課程與教學實踐之參考。本文採取之 研究方法為文件分析與內容分析，研究取向為比較批判，針對國外七份人權 教材進行分析、批判與比較， 本研究發現在於歸納出五點學習人權的重要因素：一、家長在人權教 育推動中佔重要地位；二、區域性獨特歷史地理因素；三、少數族群的人權 問題與教育；四、人權的普遍價值與內涵；五、多元化的教學方式。根據前 述，本文在結論提出下述四點建議作為我國發展人權教材之參考：一、人權 教育教材應具全球化視野；二、人權教育課程應納入當代人權議題；三、發 展在地人權教育教材與課程應注意本土人權問題的地理歷史脈絡因素；四、 人權教學之方式應多元化。

Human rights education is one of the issues receiving much attention around the world as well as in Taiwan. As Taiwan is at the beginning stage of implementing human rights education in schools, it is necessary for us to learn from theorists and practitioners in other countries where human rights education has been implemented for a longer time. Hence, this article aims to conduct a comparative study on international human rights materials. The results may help the practitioners to develop their own teaching materials on human rights. Methods used in this study are the Content Analysis and Literature Analysis. This paper adopts international comparative and critical approach. Overall, the findings can be summarized as follows: 1. parents play an important role in human rights education; 2. the specific historical and geographical factors are decisive in human rights education; 3. the minority rights are significant in human rights education; 4. there are universal values and concepts in human rights education; and 5. the implementation of human rights education does not depend on acquisition of knowledge. In the final section, the authors make suggestions based on the above findings: 1. development of human rights curriculum should include global perspective; 2. contemporary human rights issues should be included as parts of curriculum; 3. historical and geographical contextual elements should be considered in the process of developing curriculum; and 4. means, instruments, and methods of teaching and learning human rights should be diverse.