體現性別－體育課之身體教育意涵

本我國施行九年一貫課程以來，雖然「性別平等教育」為六大議題之一，「健康與體育」亦屬於七大學習領域，但女學生運動參與偏低的現象仍屬常態。為理解此種現象，常識論述經常以性別二分的社會化歷程解釋男女身體經驗的差異，卻鮮少探討體育教學實踐與政策立法作為。本文旨在探索性別差異的體育課程並論述其身體教育意涵，特別聚焦於女性經驗觀點。首先闡述性別差異的體育教學如何體現於女同學身上，影響其身體能力與身體意象的感知，以及運動參與行為。其次說明性別刻板印象之常識論述如何生產與再製，將男女有別的身體經驗合理化。最後談論體育課程之社會建構意涵，並以美國第九條法案為例，說明政策立法如何致力營造性別平等的體育教學環境。結語處提示體育具有身體教育的意涵，而身體也是體現性別的重要場域，為使體育運動之正面效益普及於各性別族群，應有良善的政策立場作為根基，營造性別友善的運動環境與人文素養，使更多學生喜愛體育課程，培養規律運動習慣。

關鍵字

性別；體育課；身體教育

並列摘要

In Taiwan, although ”Gender Education” is one of the critical issues addressed in Grade 1-9 Integrated Curriculum, and ”Health and Physical Education” is one of the key learning areas, female students' participation into sport is less than their male counterparts. Facing the afore-mentioned phenomenon, people tend to believe the difference between male and female bodily experiences is caused by gender-differentiated socialization processes, yet little has been discussed about and investigated the practices of PE teaching and policy legislations. The purpose of this article was to explore the gender-differentiated experiences in PE classes and to discuss the meaning of physical education within it, with the focus on female perspectives. The first section started from female students' experiences in PE classes, and how their senses of physical competence and body image affected sport participation behavior. Secondly, it was argued that the discourse of ”gender stereotype” rationalized the gender-differentiated bodily experiences through repeated production and reproduction of common sense discussions. The third section talked about the meaning of social construction in PE curriculum. The example of Title IX legislation in U.S. illustrates how gender-friendly facilitation enabled female participation into sport. It is concluded that in order to have diverse gender groups benefited from sport, it is important to build up enjoyable PE learning environment, with the support of policy legislation.