國中教師實施身心障礙學生性別平等教育現況調查

An Investigation on the Practice of the Secondary School Teachers on Gender Equality Education for Students with Disabilities

杜蓉榕(Tu Rong-Rong)

指導教授 ： 吳亭芳

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001693

摘要

本研究旨在探討新北市國中教師具備性別平等教育的專業知能及對安置在普通班的身心障礙學生實施性別平等教育之情形，包括「教學經驗」、「資源運用」及「困境」。以問卷為研究工具進行分層立意抽樣，共發出問卷254份，回收問卷228份，回收率為90%，有效樣本有227份，可用率為100%。所獲得資料以平均數、標準差、獨立樣本t檢定、單因子變異數分析與卡方檢定等統計方法分析，資料分析結果顯示：
一、國中教師整體具備性別平等教育專業知能屬中上程度。
二、國中教師之性別平等教育專業知能以「知悉法規政令」向度最高；其次是「知悉校園性平事件處理流程」向度；而「掌握課綱中性別平等教育之核心素養」向度相對較低，但仍屬中上程度。
三、國中教師具備性別平等教育專業知能的程度會因教師的年齡、任教職務、任教領域及性平專業背景而有顯著差異。
四、過半數的國中教師曾對身心障礙學生實施性別平等教育。
五、國中教師對身心障礙學生實施性別平等教育時會因教師的年齡、任教職務、任教領域、婚姻狀況及性平專業背景而有顯著差異。
根據研究結果，提出具體建議，供教育主管機關、學術單位、學校行政單位、國中教師及後續研究參考。

關鍵字

國中教師 ； 性別平等教育 ； 性別平等教育專業知能 ； 對身心障礙學生性別平等教育實施現況

並列摘要

The purpose of this study is to investigate current practices of secondary school teachers in New Taipei City on gender equality education for students with disabilities. A total of 254 questionnaires were distributed. Of the 254 questionnaires, 228 questionnaires were replied with the reply rate of 90%. Of those replied questionnaires, 227 of them were valid with the valid rate of 100%. The collected data were analyzed by descriptive statistics, t test, one-way analysis of variance, and chi-square test. The results were as follows:
1. Overall, the professional competence of gender equality education of secondary teachers in New Taipei City was better than medium level.
2. In terms of secondary school teachers in New Taipei City, the knowledge of Gender Equality Education Act was the best, the knowledge of gender equality event was better and the knowledge of the core competencies of gender equality education was the lowest. But all of them were above the medium level.
3. Regarding the professional competence of gender equality education, there is a significant difference depends on the teacher’s age, position, teaching subject, and background of gender equality education.
4. More than half of secondary teachers implemented gender equality education for students with disabilities.
5. When secondary teachers implemented gender equality education, there is a significant difference which depends on the teacher’s age, position, teaching subject, marriage, and background of gender equality education.
　　Finally, based on the results of this study, the suggestions were provided for educational administrations, academic research units, school administrations, secondary school teachers, and correlated studies in the future.

並列關鍵字

secondary school teachers ； gender equality education ； the professional competence of gender equality education ； the implementation of gender equality education for students with disabilities

參考文獻

參考文獻

中文部分

王雅玲（2018）：九年一貫課綱與十二年國教課綱的性別平等教育議題之比較。臺灣教育評論月刊，7（10），63-67。

王儷靜（2013）：重探性別融入教學之「融入」意涵。女學學誌：婦女與性別研究，32，1-40。

危芷芬（2018）：性別平等教育的展望與挑戰。國教新知，65（1），35-47。