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題名:我國公立高中公民與社會科教師對和平教育的觀點
作者:莊易霖
作者(外文):Chuang, Yi-Lin
校院名稱:國立臺灣師範大學
系所名稱:公民教育與活動領導學系
指導教授:董秀蘭
學位類別:博士
出版日期:2014
主題關鍵詞:和平教育公民與社會科教師觀點peace educationCivics and Societyteachers’ perspectives
原始連結:連回原系統網址new window
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在面臨臺灣脈絡的內憂與外患,以及全球化趨勢的差異與衝突,國際社會關注的和平教育成為本研究的焦點。本研究作者在兼具教育工作者與教育研究者的雙重身份下,研究工作不能與自己的生命經驗疏離,處於教育現場的工作者自然不可忽略高中教師的和平教育觀點。據此,本研究以攸關和平教育實踐的高中公民與社會科教師為對象,採用混合方法研究中先量後質的解釋式設計,量化問卷施測對象就樣本代表性的考量進行分層叢集抽樣,共計57所學校,有效樣本數為194人,質性訪談參與者為10人,以探討教師和平教育觀點中,對於不同層面之優先目標、議題與主要困難的觀點,也同時探究各項目標與課程綱要內涵的對應情形與看法,以增補和平教育之國內文獻與研究,並提供後續研究與相關單位在教學實踐方面之建議。
依據量化數據發現不同背景變項教師對和平教育的觀點大致上呈現一致性,質性訪談則進一步豐富顯示相關背景因素是影響教師和平教育觀點的重要來源。據此,我國公民與社會科教師的和平教育觀點乃「同中有異」,且在公民與社會課綱廣泛包括消極和平與積極和平,歸納有益於未來教學實踐的論述如下:
一、 全方位和平教育圖像應兼顧顯性與隱性和平教育
二、 知識與理解層面宜優先教導「積極和平」相關目標
三、 強調適應性的和平教育宜針對「現況不足與所需」優先教導
四、 資源有限宜培養「基礎目標」以有效發展其他和平教育目標
五、 技能層面目標宜扣連和平教育的「知行合一」課題
六、 教學實踐宜為社會科學導向的課綱注入和平教育的批判觀點
七、 「跨單元」的課綱整合有助於全方位的和平教育教學實踐
This study were the first research to analyze teachers’ perspectives on peace education held by senior high school social studies teachers in Taiwan, and probe into the differences among teachers. The mixed methodology were applied to investigate, both quantitatively and qualitatively, the following questions: What are the priority of objectives, issues and the main difficulties confronting in teaching peace education?How peace education were included in Civics and Society curriculum guidelines at senior high school level?
This study conducted a questionnaire survey on 194 teacher samples and 10 teacher cases. The collected data were analyzed by using the descriptive statistic, Spearman rank correlation, the Kendall coefficient of concordance, t-test and one-way ANOVA. The results indicated that teachers of different backgrounds shared significant similarities on perspectives of objectives, issues of peace education, and on the main difficulties confronting their teaching. Finally, suggestions were offered to references for educational personnel and further studies.
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