運用多元媒體素材進行性別平等教育對國小學童性別刻板印象影響之行動研究

The Action Research on the Integration of Multiple Media material into Gender Equality Education on the Gender Stereotype of Elementary school Children

歐威伶(Wei-Ling. Ou)

指導教授 ： 詹惠雪

國立清華大學/竹師教育學院/課程與教學碩士在職專班/碩士(2020年)

摘要

本研究旨在探討運用多元媒體素材進行性別平等教育課程之教學實踐歷程，以及課程實施後對高年級學生性別刻板印象的影響，以國小五年級學生作為研究對象，採行動研究法，研究者設計四個主題課程，運用四種媒體素材，於109年4月至 5月進行教學，歷經兩個月的教學歷程，以自編性別刻板印象量表，並蒐集質性資料，綜合分析學生於性別平等教育課程實施後之改變情形。本研究獲致之結論如下：
一、以主題式課程進行性別平等教育，探討「從事活動」、「職業工作」、「人格特質」、「外在形貌」這四大向度的性別刻板印象與性別不平等的現象
二、多元媒體融入性別平等教育課程，以廣告、綜藝節目、卡通與偶像劇作為教學素材，帶領學生解構媒體中的性別刻板印象，培養性別平等意識
三、教學活動分為檢視自己刻板印象、分析媒體及實踐體驗三個活動，從檢視自我為出發，再到與生活的連結，循序漸進引導學生突破性別刻板印象
四、以多元學習與評量方式，開啟學生新視界
五、運用多元媒體素材進行性別平等教育課程，有效改變學生在「從事活動」、「職業工作」、「人格特質」及外在形貌」方面的性別刻板印象
六、透過行動研究提升研究者課程設計能力，增進教師專業知能
最後，研究者依據本研究結論提出建議，對後續教學者、學校行政及未來研究者提出建議。

關鍵字:多元媒體、性別平等教育課程、性別刻板印象、行動研究

關鍵字

多元媒體 ； 性別平等教育課程 ； 性別刻板印象 ； 行動研究

並列摘要

The purpose of this study is to explore the teaching practice of gender equality education course with multi-media materials, and the influence of the implementation of the course on the gender stereotypes of senior students. Taking the fifth grade students of elementary school as the research object and adopting action research method, the researcher designed four theme courses and used four media materials to conduct teaching from April to May, 2020, after two months In the process of teaching, we compiled the gender stereotype scale and collected qualitative data to analyze the changes of students after the implementation of the gender equality education curriculum.
The conclusions of this study are as follows:
1.Gender equality education is carried out with thematic courses to explore the gender stereotypes and gender inequality in the four dimensions of "engaging in activities", "professional work", "personality traits" and "external appearance".
2.Multimedia is integrated into the gender equality education curriculum, with advertisements, variety shows, cartoons and idol plays as teaching materials, leading students to deconstruct gender stereotypes in the media and cultivate gender equality awareness.
3.The teaching activities are divided into three parts: examining one's own stereotype, analyzing the media and experiencing the practice. From examining one's own, to connecting with life, students are guided to break through gender stereotype step by step.
4.Open a new horizon for students by means of multiple learning and evaluation.
5.Using multi-media materials to carry out gender equality education courses can effectively change the gender stereotypes of students in "engaged in activities", "professional work", "personality traits" and external appearance ".
6.Improve the curriculum design ability of researchers and teachers' professional knowledge through action research.
Finally, according to the conclusion of this study, the researcher puts forward suggestions for the follow-up teachers, school administration and future researchers.

Keywords: Multi-media, Gender equality education curriculum, Gender stereotypes, Action research

並列關鍵字

Multi-media ； Gender equality education curriculum ； Gender stereotypes ； Action research

參考文獻

田俊龍(2004)。國小學生同儕團體、性別身份形成與兩性互動探討。新竹師院初等教育學報，9，23-46。

李美枝、鐘秋玉(1996)。性別與性別角色析論。本土心理學研究，6，260-299。

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.

中文部分

王芸姍(2015)。國中英語教科書之性別議題探討（未出版之碩士論文）。國立中正大學英語教學研究所。嘉義縣。