本研究主要的目的是在唐、宋朝代之古詩中，篩選出具動物權議題內涵之作，並以其為素材設計動物權議題教學活動，建立教學活動之方法與步驟。並了解「以古詩為素材進行動物權議題教學」對學生動物權態度的提升是否有效，並透過學生對教學活動的意見與感想修正教學設計。 本研究除了進行教室觀察、教學錄影、學生作業單分析、訪談學生及讓學生填寫教學感想問卷，以了解學童動物權態度的變化和對課程的喜好；亦開發國小高年級學童動物權態度量表，在學童接受課程之前後進行測驗，比較其動物權態度的變化。研究的結果如下： 一、古詩在動物權議題教學之功能：因古詩文字簡約、具音韻感，能吸引學生的喜好，且許多古詩的內容隱含動物權概念，運用古詩教學可讓學生進行古今環境差異對動物的影響之比較；此外古詩可以刺激學生的思考力與想像力。 二、學生動物權態度的改變：根據學生動物權態度問卷分析，發現以古詩為素材進行動物權議題教學活動能顯著提升學生的動物權態度(t＝7.95, p＜.05)。學生能反思生活中，人類許多想法與做法並不符合動物的需求，並體認動物相對於人類的弱勢。動物權議題教學對具有動物權負面行為學生有正向提升效果，學生能重新建立正向之動物權價值觀，並在教學活動結束後，許下為動物盡一份心力得承諾。 三、教學活動評估：教學活動中的角色扮演、古詩內容賞析和討論活動具有提升學生動物權態度的效果，其中又以角色扮演最受學生喜愛。
This thesis aimed to design and implement the teaching activities about the issue of animal rights by involving ancient poems. The poems which related to the issue of animal rights were selected from the ancient poetries during the Tang and Sung Dynasty. During implementing the activities, students’ attitudes toward animal rights were assessed to evaluate the effectiveness of the instruction, and then to modify the design of lessons. Data collection included classroom observations, video taping, students’ products, students’ interviews, and questionnaires. The data were analyzed to understand the change of students’ attitudes toward animal rights and preferences for the lessons. The research findings are: 1.Functions for teaching ancient poetries of issue in animal rights: Students are fond of the ancient poems because written words of ancient poems are brief and have harmonious rhythms. Students could compare the differences between past and modern environment and its influences on animals when reading the ancient poems because the contents imply the conception of animal rights. In addition, the ancient poems could motivate students’ thinking and imagination. 2.Change of the students’ attitudes toward animal rights: Students’ responses to the questionnaire of the Attitudes toward Animal Rights revealed that using ancient poems to teach about issue of animal rights significantly improved students attitudes about a animal rights (t＝7.95, p＜.05). Students were able to understand that thinking and practice of human beings do not usually conform the demands of animals, and they recognize the disadvantages of animals relative to human beings. Students also rebuild positive values on animal rights and promise to do his/her best for animals after the lessons. 3.Evaluation of the teaching activity: The teaching methods of role-playing, discussion and explanation, and guided-reading poems in the teaching activities showed the effectiveness of improving students’ attitudes toward animal rights. Among the above methods, students are most interested in role-playing.