A research on the praxis of human rights in campus- a case study of junior high school in Taipei County

本研究旨在探討國民中學裡校園人權的現況。希望藉由本研究探析個案學校 的師生於校園內的真實人權感受。本研究以問卷調查為前導性的探究，以參與觀察及深入訪談為主要研究方法。本研究以台北縣一所國民中學為研究場域，依「各級學校人權評估項目之建立與研究」中的評估項目及其問卷，請個案學校中的非新進教師與八年級及九年級學生填寫，以了解此校師生校園人權的真實感受。此問卷中所得的結果，使深入訪談需要關注的面向更為聚焦。依照問卷上教師與學生對校園人權感受較一致與差異性較大的題目，研擬訪談大綱，展開訪談。依照作為研究場域的國民中學實踐校園人權之有利因素與不利因素，歸結出以下的研究結論： 一、整體而言，所研究的國中師生對該校校園人權實踐現況具普遍的認同 二、借課情形，相較於以往，已大有改善 三、學生的身體自主權已漸獲得重視 四、校園無障礙設施的經費與校園中其他經費的拉鋸 五、校園安全與學生隱私的折衝 六、公佈學生成績與排名，一向如此且習以為常 七、升學主義仍是校園人權的發展一大阻力 八、體罰在校園中仍依稀可見，但教師大部分已不體罰 九、對不適任教師的處理，須建立專業的輔導與淘汰機制，以確保學生的學習權 十、國中學生的自治活動仍未發展完全，須更著力於公民能力的培養 十一、看見學生的價值，建立學生的自信 十二、援入校內與校外各方資源，教學的路不孤單 十三、加強師資培育機構開設人權與法治教育相關課程 十四、常態編班使學生正常發展，但考驗教師班級經營能力與教學能力 十五、校園人權的概念已於校園中萌芽，有待全面落實 最後，並依據研究結論，教育行政單位、學校、教師及後續研究提出建議，以供參考。 關鍵字：校園人權、友善校園、人權實踐The purpose of this study is to explore the human rights understanding and behavior of the students and teachers among the junior high school in Taipei County. This study explore the teachres’ and students’ real awareness and feelings on campus. With the questionnaire survey to be the guiding investigation, the research methods of this study are participant observation and in-depth interview. Accoriing to the data of “evaluation’s category and item for campus human rights milieu”, to frame the questions of the interview. The study comes to the conclusions as follows on the baisis of the findings: 1. The praxis of on-campus human rights in the said school is general identified. 2. The circumstance of lending courses has been improved than ever before. 3. The right of body autonomy has been respected gradually. 4. The budget of barrier free facilities and other facilities hold up each other. 5. The safety of campus and students’ privacy strike a balance. 6. To make students’ scores public and ranking is as usual. 7. Diplomaism constrains the development of on-campus human rights. 8. Physical Punishment has been reduced. 9. It should establish complete system to eliminate and guidance incompetent teachers in order to ensure student’s learning rights. 10. The affairs of student government does not develop well. 11. Teachers should realize students’ values and establish students’ confidence. 12. Teachers join other teachers and paretns’ supports. 13. The institute of teacher education should offer more the curriculum of human rights and law-related education. 14. normalized class grouping makes students develop normalized and test teachers’ abilities of classroom management and teaching. 15. The concept of on-campus human rights is at the initial stage that needs to be implemented completely on campus. Finally, some recommendations for education administration units, teachers and further study are suggested. It is hoping that the results of this paper can be a good reference for school to praxis human on campus. Keywords:on-campus human rights, friendly campus, the praxis of human right