本研究目的在探討國民中學學生對基本人權及校園人權的認知程度，瞭解現況外，並分析不同背景變項的學生對基本人權及校園人權認知的差異性，及基本人權與校園人權認知的相關性。 本研究採文獻分析及調查法，針對桃園縣國民中學二、三年級學生進行問卷調查，採分層隨機抽樣方式，抽取十八所學校，總計取得有效樣本1109份，進行實證研究。調查所得資料以描述性統計、t檢定及單因子變異數分析、皮爾遜積差相關等統計方法，進行資料分析處理。 經由資料統計分析，本研究主要發現如下: 一、國中學生校園人權與基本人權認知程度已達中上水準。 二、國中學生在基本人權方面最認同的三項議題: 1.每個人的權利和尊嚴都應受到尊重。 2.人人都享有被公平對待的權利。 3.不管你在那一個國家都應該受到尊重。 三、國中學生在校園人權方面最認同的三項議題: 1.當學生權益受損時，學校應有開放暢通之申訴管道。 2.學校不應該以任何形式語言及肢體暴力對待學生。 3.學校應提供乾淨衛生之飲水。 四、背景變項不同學生基本人權與校園人權認知之差異性: 1.學生性別不同，有顯著差異，女生認知程度高於男生。 2.學生年級不同，無顯著差異。 3.學校所在區域不同，有顯著差異，基本人權認知程度以「城市地區」表現最佳，校園人權認知程度以「一般鄉鎮地區」表現最佳。 4.學校班級數不同，有顯著差異，認知程度以「60班以上」表現最佳。 5.導師管教方式不同，有顯著差異，認知程度以導師管教方式「民主式」表現最佳。 6.學生學期成績不同，有顯著差異，認知程度以「甲等」者表現最佳。 7.家庭社經地位不同，有顯著差異，基本人權認知以「高社經地位」表現最佳；校園人權認知以「中社經地位」表現最佳。 五、學生基本人權認知與校園人權認知呈正相關。 最後根據研究發現及結論提出各項建議，供主管教育行政機關、國中學校行政人員、國中教師及未來研究之參考。 關鍵字：基本人權、校園人權、人權教育 / The present study aims to explore basic human rights awareness and on-campus human right awareness of junior high school students in Taiwan and, in addition to have a general picture of the current awareness conditions, also to analyze the difference in human rights awareness and on-campus human right awareness between the student groups with different background variables as well as the correlations between basic human rights and on-campus human rights. The study adapts literature review and survey. The study conducts questionnaire survey targeting students in grades 2 and 3 of junior high schools in Taoyuan County through layered random sampling of specimens from 18 schools, as a result 1,109 valid samples are collected and subject to empirical methods. Next the study further analyzes and processed the data obtained from survey with various statistic methods including descriptive statistics, t-test, one way ANOVA, and Pearson’s Correlation. The study comes to the findings as follows through the said data statistic analyses: 1. Junior high school students demonstrate above average level in both basic human rights awareness and on-campus human right awareness. 2. The top three issues in basic human rights commonly identified by junior high school students: (1) Every individual deserves respect in human rights and dignity, (2) Every individual is entitled the right to be treated in a fair a square manner, (3) Whichever country in the world you stay you as a an individual always deserve the equal respect. 3. The top three issues in on-campus human rights commonly identified by junior high school students: (1) Every school is to make available an open channel for filing complaints for student suffering from damage in human rights, (2) Every school is not to mistreat students neither in any form of language nor in nonverbal manners, (3) Every school is to supply sufficient clean and well-sanitized drinking water to students. 4. The difference in human rights awareness and on-campus human right awareness between the student groups with different background variables: (1) Student gender demonstrates obvious difference – the female students demonstrate higher awareness, (2) student grade demonstrate insignificant difference, (3) Region of school location demonstrates obvious difference; namely a school located in “urban region” demonstrates apparently higher basic human rights awareness, a school located in “ordinary township region” demonstrates apparently higher on-campus human rights, (4) Schools with different class number demonstrate obvious difference in the awareness and among all schools those with 60 plus classes demonstrate the highest level of awareness, (5) Schools with different ways of disciplines from the class advisors demonstrate obvious difference, those schools with “democratic approach” from the class advisors demonstrate the highest level of the awareness, (6) Student’s semester academic achievements tell obvious difference, those students with “A+” grade demonstrate the highest level of the awareness, and (7) Student’s home socio-economic status tells obvious difference – students from “higher socio-economic status” demonstrate far higher awareness of basic human rights while students from “average socio-economic status” demonstrate far higher awareness of on-campus human rights. 5. The study results prove that Students’ basic human rights awareness is proportional to on-campus human rights. At last the study presents several suggestions to the research findings and conclusions in order to serve as reference for the pertinent educational administrative agencies, junior high school administrative staff, junior high school teachers and any researcher interested in further study of the same or related theme. Keywords: basic human rights, on-campus human rights, human rights education