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This study analyzes the development of human rights education in Taiwan, from the seven major issues of the nine-year education curriculum to the nineteen issues of the Curriculum Guidelines of 12 Year Basic Education, as well as the connection between our country and international human rights treaties, discussing the current situation and implementation of human rights education within the system, reflecting on why human rights education in Taiwan has faced persistent difficulties and unresolved problems despite years of development. From the perspective of frontline secondary school teachers. Through literature analysis, the study briefly introduces the experiences of transitional justice in Germany and South Korea, reviews the difficulties encountered by our country in transitional justice and the current implementation, and focuses on the core of transitional justice, " Difficult Heritages", to closely link it with the four learning themes of human rights education, and design a flexible curriculum for junior high school students using the National Human Rights Museum's human rights literacy teaching aid, "No.2 Chocolate Store". The curriculum consists of three classes totaling 150 minutes, with eighth graders as the target audience, using teaching aids such as the "Chocolate Model," "Store Opening Mission Pack," and "Customer Card" to open students' visual, auditory, tactile, and gustatory senses, further understanding the space and characters of the site, and then transforming all their feelings into "store concepts and packaging" for presentation. However, human rights case events have social controversy, and there are sensitivity issues in class discussions. Before implementing the curriculum, close communication with the school, class advisors, parents, and students is necessary to properly assess the impact of the curriculum, and according to research ethics, a consent form must be signed before implementation. This study evaluates the effectiveness through pre- and post-tests, along with learning sheets and group evaluation forms, and adjusts the curriculum based on student feedback, expecting an improvement in students' human rights thinking after the course, understanding the stories that happened in their own country, cherishing and loving this land sincerely, and ultimately hoping that students can practice human rights concepts in their lives. We also hope that more educators in Hualien will invest in this field, leading students to pay more attention to current human rights issues and practicing human rights and human rights education in the education field amidst the trend of transitional justice. |