國小教師以性別平等教育改善六年級學生「性髒話」認知與使用之行動研究

本研究探討國小六年級社會科任教師如何改善六年級學生說「性髒話」情形，運用翰林社會六上第五章「家庭性別新關係」為教材設計藍本，自編「性別教育課程」，以行動研究洞悉學生將性髒話視為情緒字眼使用的成因，與改善學生對於性髒話的認知。研究以桃園市某國小六年級學生為研究對象，進行共二十節課的性別平等教育降低學生性髒話的使用與認知課程，本研究採用行動研究法並兼以質、量化資料相倚。在質性研究部分，採訪談、教學省思札記、學生作品等文件的蒐集，另輔以「性別刻板印象問卷」及「性髒話認知與使用」量化的問卷資料，比較前後學習差異，以瞭解學生在進行性平之性髒話改善課程循環方案後，對改善使用性髒話、正確的性平觀點，以及對本課程的滿意度及感受為何，並省思後進行三次循環的調整與修正。研究結果顯示，學童知悉性髒話涵義之後，有高達九成六學童知悉性髒話會危及性別平等，且知道性髒話意義與易衍伸校園言語霸凌現象。因此他們有降低對性髒話使用的意願；並且有九成八的學生表示，此課程有助其產生改善說性髒話習慣的動力。此課程發揮得宜，對學生改善性髒話的內在動力大增，可為後來友善校園、反語言霸凌，作為首要導入課程，供教育界參酌使用。

關鍵字

性髒話；性別平等教育；性教育；網路色情；學習成效

並列摘要

This research aimed to explores how the sixth grade social science teachers in elementary schools to improve the situation of sixth grade students’ swearing. It used the fifth chapter of Hanlin version of Society Book VI "Family Gender Relationship" as the blueprint to design the course "gender education curriculum". Within the course, the research observe students' use of sexual swear words as emotional words, and improve students’ cognition of sexual swear words. The research took the sixth grade elementary students in Taoyuan City as the research objects with 20 lessons conducting on the positive discipline of sexual swear words. An action research was used with qualitative and quantitative data analysis. In the qualitative part, interviews ,teaching reflections and collection of student worked. The data from questionnaire of the "Gender Stereotype Questionnaire" and "Sexual Language Cognition and Use" with five-point scale and were used to compare the differences of learning effects to understand whether the use of sexual swear words of students and sexual swearing views were significantly improved, were corrected, and the students’ satisfaction and feelings about this course. This course has improved the internal motivation of students’ sexual profanity greatly, therefore it can be a teaching material for friendly campus and anti-language bullying in the future as the reference of primary introduction course for the education sector.