轉型正義為台灣人權教育的重要課題，雖然目前已列入 108 課綱，然而因 具政治敏感性，教師普遍未能落實於教學。筆者以自身的轉型正義教學經驗，從三方面來分享教學成果與回饋。首先自我分析實施轉型正義教學的動機。其 次說明課程與教學的準備與規劃，課程的執行分為兩個階段：第一部分為高三課堂的微課程，透過學生的課前問卷來擬定教學重點和策略，第二階段藉由國家人權博物館的人權故事行動展―獄外之囚，開展全校性的人權教育課程。 透過展覽、人權分享講座、辯論比賽，從不同面向和方式來引導學生對轉型正義的理解，經由學生的學習回饋，了解學生對於轉型正義的認識及理解程度。 最後，省思教學歷程，期許更多教師投入轉型正義教學活動。

 

關鍵字 轉型正義、白色恐怖、課程與教學、人權教育、國家人權教育博物館

 

Transitional Justice is an important subject in human rights education in Taiwan. Although it is currently included in syllabi for the academic year 2019-2020, teachers have generally been unable to carry it out due to its political sensitivity.  In this article the author shares her own experience in teaching the subject. First, she analyzes the motivation for teaching transitional justice. Next, she shares how she planned her course and what results were obtained. Her course was implemented in two stages. In the first stage, micro-curricula in Grade Three, pre-class questionnaires were used to formulate teaching priorities and strategies. In the second stage, a school-wide exhibition about human rights called “prisoners outside prison” was held. The course was lively and instructive. Through lectures, and debates, students were guided to understand transitional justice from different angles. By collecting feedback from the students it was possible to discover how much they understood. The author hopes more teachers in Taiwan will participate in teaching similar courses.

 

Keywords:  Transitional justice, white terror, curriculum and instruction, curriculum/teaching, human rights education, National Human Rights Museum