臺灣博碩士論文加值系統

本研究試圖提出推廣國小階段學童與同伴動物相處時的人道教育方法，將人道教育與環境教育結合在一起，期望提出具體貢獻及可行之建議與參考依據。人類馴化動物的歷史悠久，早在西元前7000年前的埃及、北歐及中歐，狗已經成為一種飼養在家裡的朋友。飼主常從同伴動物那裡得到無條件的愛、陪伴、安全和保護。隨著社會的進步和人類文明程度的提高，動物福利問題日顯重要。英國農業動物福利協會提出五項基本福利，此五項福利亦可稱之為五種自由，包括免於飢渴、免於不適、免於痛苦、疾病及傷害、免於恐懼及憂慮、能夠表現正常行為等五項基本福利。在台灣因飼主的醫療知識逐漸提升，以及將同伴動物視為家人等因素，飼主是否以人道的方式來對待同伴動物日顯重要。
因本研究所收集之資料屬較個別性，故採用質性研究的深度訪談法。樣本來源方式有三，一是滾雪球方式，先從研究者身旁所認識的教師選取樣本，得樣本數七位，二是以動物相關網站徵詢得樣本數二位，三是經動物醫院獸醫師推薦得樣本數一位，共得樣本數十位，於2006年4月到8月間進行深度訪談。
結果顯示人物、環境、書籍、信仰是影響教師成年後認養同伴動物及愛護動物的因素；平等對待、絕育、不隨便安樂死是教師對動物福利觀的態度；飲食安全、環境衛生、定期健檢、散步、說話是教師對負責任飼主的態度；低年級觀念培養、中年級觀摩輔導、高年級獨立照顧是推動人道教育的教學方法。
依據研究結果，研究者提出以下人道教育的教學策略：在一年級為引起好奇心、二年級為以畫圖勞作和說故事的方式表達對動物的感受、三年級為認識動物外型特徵、四年級為學習維護動物健康和幸福的方法、五年級為飼養觀察動物的生活、六年級為思考存在環境中萬物的意義與價值。並建議教育部研發適合各年齡層的人道教育教材，政府成立校狗認養證照。

This research attempts to propose approach of promoting humane education and environment education together, and hopes to make concrete contribution and feasible suggestion for reference. The human’s domesticating animal history can be traced back to 7000 A.D. ago in Egypt, Northern Europe and Central Europe. Since that the dog had already become one kind of friend raised by many homes. The owners often obtain unconditional love from companion animals, includes accompany, security and protection. Along the progress of society and human civilization, animal welfare becomes more serious. The UK’s Farm Animal Welfare Association proposed five basic welfare, also called it as the five freedoms, including avoid animals from being hunger and thirsty, sick, pain, disease and injury, frightened and anxiety, from performing abnormal behavior and so on. Because medical literacy of dog raisers in Taiwan is increasing and the companion animal is treated as a family member, whether the raisers treat their companion animal humanely or not also become very important and urgent.
Because the human subjects of this research are unique individuals; therefore, naturalistic research method, in-depth interview was adopted. Snowball sampling method was chosen in this research. Seven samples are selected from teachers which are familiar to the researcher. Two samples were recruited through announcement on animal websites. One sample is recommended by veterinary surgeon. The interviews processes were conducted from April to August, 2006.
The result indicates that character, environment, books, belief are factors affecting the interviewed teachers adoption of companion animal and care animal when they grow up. The attitudes of them toward animal welfare are treating animal equally, neutering and euthanasia only in necessity. They recognized that diet security check, environmental sanitation, regular healthily examination, walk with and speak to animal, are responsible manner. They suggest that the appropriate instruction method of humane education toward 1-2 grade students is raise awareness, toward 3-4 grade students is consulting, and toward 5-6 graders is give them an opportunity to raise companion animal independently.
The teaching strategies for humane education teaching strategy are recommended in this paper. For the first grade student is curiosity stimulating. For the second grade student is asking them to draw animal graphs and story telling to express feeling toward animal. For the third graders is guiding students to understand animal’s morphologic characters. For the fourth grade students is motivating students to learn how to keep their animal healthy and happy. To those fifth graders, it may be the right time to train students to raise animals and watch their life and behavior. For the sixth grade students, it may be a challenge to invite them to ponder the meaning and significant value of existence of all living beings.
This paper finally suggests that the Ministry of Education encourages research and develops suitable humane educational materials for various age levels. In addition, relevant governments may need to think about designing a certification system for school to adopt dog for educational purposes.

目 錄
第一章 緒論…………………………………………………… 1
第一節 研究動機……………………………………………… 1
第二節 研究目的與研究問題………………………………… 4
第三節 名詞釋義……………………………………………… 4
第四節 研究限制……………………………………………… 6
第二章 文獻探討……………………………………………… 7
第一節 人與同伴動物………………………………………… 7
第二節 動物福利……………………………………………… 15
第三節 負責任的飼主行為…………………………………… 22
第四節 人道教育……………………………………………… 24
第三章 研究方法……………………………………………… 29
第一節 研究架構……………………………………………… 29
第二節 研究對象的抽樣與選取……………………………… 31
第三節 研究設計……………………………………………… 32
第四節 研究流程……………………………………………… 36
第五節 資料處理……………………………………………… 38
第六節 信度與效度…………………………………………… 41
第四章 受訪者飼養同伴動物的成長經驗故事及影響飼養的
因素結果…………………………………………… 43
第一節 他們的故事…………………………………………… 43
第二節 飼養同伴動物的動機………………………………… 58
第五章 教師對動物福利觀、與負責任飼主的態度………… 79
第一節 教師對動物福利觀的態度…………………………… 79
第二節 教師對負責任飼主的態度…………………………… 90
第六章 教師對人道教育策略的看法………………………… 101
第一節 教學策略……………………………………………… 101
第二節 教學方法……………………………………………… 106
第三節 教學瓶頸……………………………………………… 116
第四節 對學校教學中飼養動物的看法－－以蠶寶寶為例… 119
第五節 學童的反應…………………………………………… 122
第六節 期許與展望…………………………………………… 123
第七章 討論…………………………………………………… 127
第一節 能破繭而出的才是蝴蝶－－突破自我……………… 127
第二節 我們都是一家人－－校狗（班狗）何去何從……… 128
第三節 生命的美麗與哀愁－－同伴動物的安樂死………… 130
第四節 承擔與自在－－負責任飼主該負哪些責任………… 133
第五節 大手牽小手－－人道教學…………………………… 135
第六節 見賢思齊焉－－研究者會如何教學………………… 138
第八章 結論與建議…………………………………………… 143
第一節 結論…………………………………………………… 144
第二節 建議…………………………………………………… 146
第九章 後記：研究者之省思………………………………… 149
第一節 關於這個研究………………………………………… 149
第二節 關於「我」…………………………………………… 151
參考文獻 ………………………………………………………… 152
中文部分 ………………………………………………………… 152
英文部分 ………………………………………………………… 153

表目次
表 3-2-1 個案背景描述……………………………………………………… 32
表 3-3-1 研究問題與研究目的的相連結…………………………………… 35
表 3-4-1 訪談時間與地點…………………………………………………… 38
表 3-5-1 原始資料編碼方式簡介表………………………………………… 39
表3-5-2 訪談內容原始資料編碼方式簡介表……………………………… 39
表 4-2-1十位受訪教師不同成長階段的影響因素…………………………… 58
表 4-2-2 受訪教師同伴動物死亡因素……………………………………… 69
表 4-2-3 受訪教師認養同伴動物機緣……………………………………… 73
表 4-2-4 受訪教師對狗所抱持的看法……………………………………… 76
表 5-1-1 受訪教師認為法規內容所包含的項目…………………………… 79
表 5-1-2 受訪教師對領養流浪動物的看法………………………………… 82
表 5-1-3 受訪教師對學生飼養同伴動物的看法…………………………… 85
表 5-1-4 受訪教師對絕育與安樂死的態度………………………………… 87
表 5-2-1 受訪教師提供足夠正常行動空間的準則………………………… 91
表 5-2-2 受訪教師提供安全、幸福生活環境的條件……………………… 94
表 5-2-3 受訪教師面對鄰居不友善的反應………………………………… 98
表 6-1-1 十位國小教師推動人道教育的教學策略………………………… 101
表 6-2-1 十位國小教師推動人道教育方法………………………………… 106
表 6-3-1 受訪教師對教學瓶頸的回應……………………………………… 116
表 6-4-1 受訪教師反對蠶寶寶教學的原因及替代方案…………………… 119
表 6-5-1 教師推動人道教育學童的反應…………………………………… 122
表 6-6-1 教師的期許待與展望……………………………………………… 124
表8-6-1 與動物相處的相關能力指標…………………………… 139

圖目次
圖3-1-1研究架構圖………………………………………………………… 30
圖3-4-1研究流程圖………………………………………………………… 37

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