幼兒園性別平等教育教什麼？ —某公立幼兒園的教師敘事探究與課程實作分析

本研究旨在探討教保服務人員實施性別平等教育課程的困境與轉化。採用敘事探究的取徑，敘說幼教師性別平等教學關注的面向及抗拒形態，了解目前幼兒園實施性別平等的課程樣貌，接著透過研究者的課程設計，進行實作。主要發現分為兩部分：一、課程框架難以調整：教保服務人員的性別平等教育專業素質提升緩慢，因此實施性別平等教育多以「保守派」取向教學，在認識自己的身體、自我的人格特質、社會上的各行各業、家務分工課程上採主動抵抗方式；幼兒性教育、同志教育則以待時而動、被動回應方式進行課程活動。二、性別平等課程實作：研究者透過課程設計，以幼兒自我為出發點，消弭性別框架，並延伸多元家庭議題：（一）「靜」而遠之，執行不易：教師雖可透過繪本融入性平教學，但卻難深入探討，因幼兒專注時間有限，此為執行上的困境。（二）性別角色框架假性轉化：多數幼兒性別角色框架相較於以往已較不具有明顯的界線，但仍會藉由不同的情境發展出適合的因應方式。（三）「志」標不「志」本」，教學無所適從：「同志教育」課程鮮少接觸，但幼兒非成人想像中無知，教學後仍略為提升同志教育概念能接納新知識，呈現接納異己的胸襟。研究結果顯示，幼兒園性別平等教育應使幼兒認識不同的性別、性傾向以及多元的性別特質，並藉由教育使幼兒認識自我、接納自我，進而學會尊重與自己不同的人。

關鍵字

幼兒園性別平等教育；教師敘事；教學轉化

並列摘要

The study aims to examine the problems teachers in kindergarten encounter and the pedagogical adjustments they make while giving preschoolers lessons on gender equity. To illustrate the inner workings of how gender equity is taught in kindergarten, the first half of the study uses narrative inquiry to lay out specific aspects of gender equity that preschool teachers tend to emphasize or avoid. The second half focuses on a gender equity course developed by the researcher to analyze children’s reception when it is put into practice. The main findings can be summarized as follows: Evidence indicates that it can be a challenging task to revise the current curriculum of gender equity in preschool. Since the rate at which early childhood educators raise their awareness of gender equity seems relatively slow, most of them tend to take a conservative approach in teaching. For instance, when introducing students to new concepts such as body issues, personality characteristics, different types of life and division of household chores, teachers are likely to refrain from emphasizing the importance of traditional gender roles. Nevertheless, sex or LGBT-related topics are unlikely to be addressed unless deemed appropriate or brought up by the students themselves. In addition, the researcher has designed and implemented a course that encourages preschoolers to overcome gender stereotypes and enhance their understanding of LGBT families. The results lead to three conclusions. First, although gender equity issues can be incorporated into picture books, it is difficult for children to fully comprehend the intended message due to their short attention span. Second, despite the fact that gender roles are no longer as well-defined as in the past, children still end up displaying behaviors that fall within the traditional definition of gender roles on certain occasions. Third, in spite of low exposure to LGBT-related topics, children appear not as uninitiated as previously imagined. Upon completion of the course, their degree of receptiveness toward LGBT issues has witnessed a slight improvement. All in all, the aforementioned findings suggest gender equity education in preschool should instill in children’s knowledge of different genders, sexual orientations and the multifaceted nature of gender-related issues. By doing so, children will learn not only to understand and accept themselves, but to respect and embrace people that are different.