大學生參與國小性別平等教育實作課程對其性別意識轉變之研究

研究目的：參與社區實作可激發學習動機、增加知識及技術的應用。本研究目的為：瞭解兒童遊戲治療課程融入性別平等教育，讓大學生參與國小性別平等教育單元實作課程，對大學生性平意識的影響。研究設計／方法／取徑：本研究採取質量混合研究以及立意取樣方式，研究對象為：大學生介入組29位及控制組19位。介入組大學生至國小進行性別平等教育單元課程實作，控制組則無。研究工具為性平量表及大學生書寫的心得。研究資料使用描述性統計、共變數分析及模板式分析。研究發現或結論：控制前測分數後，性平意識總分、性別法規與空間、性別特質與限制、性別角色與互動皆顯示：介入組顯著高於控制組，且質性資料亦提供量性資料的佐證。結論：實作國小生性別平等教育單元課程對於大學生之性平意識有顯著影響。研究原創性／價值：諮商專業課程融入性平議題：主軸課程學習專業知識輔以性平議題之融入，強調增能、實踐及對話之課程設計，以及發展教材教案與實作國小生性平單元課程，可顯著促進大學生之性平意識。教育政策建議與應用：建議心理相關專業課程使用三階段課程設計：介紹女性主義與性別分析理論及發展教案、實作性別平等教育單元課程、大學課室報告成果與反思討論，可讓大學生在實作中增加性平意識。

關鍵字

大學生；性平意識；性別平等教育

並列摘要

Research Purpose: Participation in community practice can stimulate learning motivation and promote the application of knowledge and technology. This study aimed to understand the changes in integrating gender equity education into children's play therapy courses. It invited college students to participate in the implementation of gender equity education in elementary schools and further observed the resulting effects on college students' gender equity awareness. Research Design/Method/Approach: This study adopted a qualitative mixed study and purposive sampling method to collect samples. The research participants were 29 college students in the intervention group and 19 in the control group. The intervention group attended elementary schools to conduct gender equity education unit courses, whereas the control group consisted of college students who did not conduct gender equity courses. The research tools used were the Gender Equity Scale (GES) and worksheets documenting the college students' written experiences. The data were analyzed using descriptive statistics, covariate analysis, and template analysis. Research Findings or Conclusions: The results showed that after controlling for pre-test scores, the total scores of gender equity awareness, gender regulations and space, gender traits and restrictions, gender roles, and interactions from the intervention group were significantly higher than those from the control group. The qualitative research data also support the results of the quantitative data. Implementing a gender equality education course for elementary school students has a significant effect on college students' gender equity awareness. Research Originality/Value: Using the elementary school courses to help students acquire professional knowledge and supplement the integration of gender equity issues in their own professional counseling courses, this curriculum design emphasizes empowerment, practice, and dialogue, and the development of teaching materials and plans. The implementation of gender equity unit courses for elementary school students can significantly promote the improvement of college students' gender equity awareness. Educational Policy Recommendations and Applications: Psychology-related professional courses should use a three-stage curriculum design: introduction to feminism and gender analysis theory and development of lesson plans; implementation of gender equity education unit courses; and university classroom report results and reflective discussions. This design will allow college students to increase gender equity awareness in practice.