性別平等議題融入技術型高中法律與生活課程之行動研究—以「性別法律伴我行」教學方案為例

Intergrating the issue of gender equality into active researches on technological high school`s law and life --Take the case of “Live by the law”

吉正英(Cheng-Ying Chi)

指導教授 ： 陳麗華

淡江大學/教育學院/課程與教學研究所碩士在職專班/碩士(2019年)

https://doi.org/10.6846/TKU.2019.00488

摘要

本研究以研究者所任教的學校——技術型高中三年級學生為研究對象，透過自行設計之「性別法律伴我行」教學方案，進行性別平等議題融入法律與生活課程之行動研究，希望透過此方案為學生搭起學習鷹架，促發學生們從「做中學」的公民行動，並據以探討教學歷程與教學效果，同時可以使自己在教學現場中遇到問題而能及時修正，讓學生尊重並能接納不同性別的存在。
一、研究目的︰
1.探討教學方案的實施歷程與問題因應。
2.探討教學方案實施後，學生在「認知」、「情意」、「行動表現」
的學習成效。
3.探討在行動研究與教學歷程中，教師獲得的省思與專業成長。
二、結論：
1.學生生活經驗對課程內容的設計有很大的助益。
2.運用不同的教學策略使課程更能達到教學目標。
3.教師須具備檢視教材的敏感度。
三、具體建議：
1.課程主題單元內容宜精簡且深入。
2.教學媒材使用得當教學成效事半功倍。
3.引導學生思考討論比直接講述來得重要。
4.增加教師探討教學知能的互動機會。
5.提昇教師設計統整課程之能力

關鍵字

性別平等教育 ； 性別刻板印象 ； 法律與生活課程

並列摘要

In this study, the third-grade technical high school students taught by the researchers were selected to conduct the action research on the integration of gender equality issues into the law and life curriculum through the self-designed "Gender Law with Me" program. This program sets up a learning framework for students to promote the civic action of students from “learning by doing”, and explores the teaching process and teaching effects. At the same time, it can make problems in the teaching field and correct them in time. Students respect and accept the existence of different genders.

First, the research purpose:
1. Exploring the implementation process and problem response of the teaching
plan.
2. After the implementation of the teaching programme, students are
"cognitive", "sentimental" and "action performance" Learning outcomes.
3. Explore the thoughts and professional growth that teachers receive in the
course of action research and teaching.

Second, the conclusion:
1. Student life experience is of great help to the design of course content.
2. Use different teaching strategies to make the course more reach the
teaching goal.
3. Teachers must have the sensitivity to view the materials.

Third, the specific recommendations:
1. The content of the course theme unit should be streamlined and in-depth.
2. Teaching media can be used with less effort.
3. Guiding students to think about discussion is more important than direct
storytelling.
4. Increase the opportunities for teachers to explore the interactive
knowledge of teaching.
5. Improve the ability of teachers to design and integrate courses.

並列關鍵字

gender equality education ； gender stereotypes ； law and life courses

參考文獻

謝小岑（1998）。性別與教育期望。婦女與兩性學刊，9，205-231。

一、中文部分

王淑娟（2000）。 性別多元、校園安全：兩性平等教育委員會大事紀。兩性平

等教育季刊，13，8-11。

王翊涵（2002）。女性特質國中男學生其校園人際處境之研究。（未出版之碩士