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

人權的發展，唯有「教育」得以徹底改善，在過程中不免經歷震盪的混亂時期，然延緩一天的實行勢必延緩一天的收穫。學校主政者常以尊重學生的意見，作為實施計畫的參考，但實際決定者仍是學校。學生的學校生活應以學生為中心，並非以執行者的方便性而導向。以學生權益做為依歸，方得學生之敬重。罔顧學生的權益及期許，校園人權便無法在校園中獲得實踐。 營造一個符合人權教育發展的校園環境，透過整體「言教」、「身教」、「境教」、「制教」等潛在課程的影響，讓學生在生活中實際體驗人性尊嚴的價值感，是推動人權教育理念的首要之務。而人權教育的實踐重點在於「學生想要什麼？」、「教師應該做什麼？」、「學校應該準備什麼？」等三方面，若只是形式化的活動，便無法彰顯人權教育的意義與本質。 著重於「升學」與「管理」，欠缺了「感動」與「創造感動」的過程。另類與傳統於本質上並沒有衝突。遺憾的是我們欠缺自覺能力，以及未經證實的一意複製，傷害了自己，也傷害了孩子。看看現在的孩子以及回想我們的成長過程，在我們年少的歲月裡是否也一樣創造力被壓抑以及缺乏獨立思考與批判的能力？人權教育的實施不只是教育美學概念的開展，期許的更是國家的民主、教育的民主；國家未來的希望在教育，教育的希望在民主。 本研究結果除分數的歧視、教師角色、教師的管理、漠視學生平等受教權、不適任教師損害學生學習權、行政單位之外，尚包含：尊重、意見的表達、申訴管道以及教師的評鑑制度……等等。「體罰需有夠愛、公平、排斥、尊嚴、思考等要素」，而不得出現於校園。以現今而言，威權與民主化的歷程是值得世人肯定，也許某些人仍舊開著民主的倒車，自由與平等的衝突便是主要因素，更是為人權奮鬥者努力的方向。 在研究的歷程中，馮朝霖教授為我開啟人權的一扇窗，光線與風都進來後，研究者開始注意周遭與人權相關的議題。校園人權的實踐無法深耕於學校，威權的思想與觀念仍是校園的一顆巨石而無法撼動。為何一定要用肢體暴力的體罰方式才能讓學生臣服呢？是否教育已經進入死胡同般而無法自拔？是否又是認知與期待的落差呢？ 「期許對現況的改變，應該即時；慢了，便是延緩現況的改變；距離理想將更遙遠。」希望本研究得以提供相關單位作為臺灣高職學校校園人權實踐之參考。

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 rights