性別平等教育議題融入體育課程之教學實踐歷程

Teaching Practice Experience of Integrating Gender Equality Education Issues Into Physical Education Courses

胡凱揚(Kai-Yang Hu)

《大專體育》 158期 (2021/09) Pp. 14-22

https://doi.org/10.6162/SRR.202109_(158).0002

摘要

臺灣自《性別平等教育法》通過後，各級學校便開始推動性別平等教育，並將其議題融入課程中。但相較於其他領域，體育課程在性別平等教育議題推動上較為匱乏。本文的目的試著將性別平等教育議題融入體育課程，帶入教學現場中。在教學設計過程加入學生自己的想法，再投以設計思考的教學元素，設計6週課程，包含：一、解放權力、做我自己；二、非關男女、平等自由；三、同理對方、換位思考；四、收斂聚焦、確認方案；五、原型呈現、驗證與反饋；六、沉澱自我、再成長。本文所得結語是透過課程可引導學生思考，讓學生能夠嘗試著落實性別平等觀念於生活之中，並加以內化，達到教育的影響力。

關鍵字

性別平等教育法 ； 教學設計 ； 設計思考

並列摘要

Since the Gender Equity Education Act was enacted in Taiwan, education at all levels has begun to promote gender equity education and integrated its issues into general curricula. In comparison with other fields, however, physical education is rather deficient with respect to gender equality education issues. The purpose of this article is to attempt to integrate gender equality education issues into physical education courses and bring it into the teaching scene. Its approach is to add students' own ideas into the teaching design process, and then add elements of design thinking to the pedagogical approach. This culminates in the design of a 6-week course, including themes such as: (1) the power of emancipation and being myself; (2) it is not about men and women, but about equality and freedom; (3) empathize with each other, think from each other's perspective; (4) narrow the focus and confirm the plan; (5) prototype presentation, verification, and feedback; (6) foster growth and renewal in one's self. The conclusion of this article is that educators can influence students by guiding them to think through the courses and internalize and implement the concept of gender equality in their lives.

並列關鍵字

Gender Equity Education Act ； teaching design ； design thinking

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