本文以尋找校園學生主體性為主題，先從人權保障之觀點，闡明學生主體性的意涵，釐清學生主體性的保障，不僅是法律面之學生權利主體而已，更在於校園中成為學習的主體，才是真正地從受教權到學習權保障的實踐；再者，十二年國教之素養導向學習與教學，正好服膺學習權之意涵，尊重學生作為學習的主體，以培養學生之學習素養為目標，而成為自發、互動、共好的終身學習者；此外，人權教育作為價值教育，無法以強制或灌輸之方式，而重視學生的主體性，使其心動而真心認同人權價值才可能行動；最後，人權教育的實施，在十二年國教之課綱下，在學校彈性課程中以專題或重視學生提問之人權議題融入領域之方式，且在教室中之教學，教師能引導以學習社群之模式，透過互為主體的公共審議方式，來實踐與發展學生的主體性，且較符合課綱學習素養導向之要求。

The subjectivity of students in campus is being lost in Taiwan’s schools. In terms of the right to learn, the subjectivity of students is expected to be realized not only in legal terms but also in educational terms, to the effect that students are within educational relationship as the subjectivity of learning rather than the objectivity of teaching. In the 12-year Basic Education Curriculum Guidelines, the emphasis of the essential competencies as a lifelong learner is consistent with the idea of the right to learn, both of which regard the subjectivity of students as an important factor in teaching and learning. In addition, human rights education is not just teaching about human rights, but also exercising human rights. To enhance the subjectivity of students in terms of human rights education and the essential competencies of a lifelong learner, it is suggested that teachers in classrooms regarding students as partners in learning communities. To sum up, respecting the subjectivity of students is required in terms of education, in general, and of human rights education in particular.