性別平等體育課程之行動研究

Action Research on Gender Equity in Physical Education Curriculum

范富強(Fu-Chiang Fan)

指導教授 ： 卓俊伶

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2012年)

摘要

體育教師在教學情境下體育課程的設計、規畫及實施，應給與學生公平的待遇。透過行動研究的方法，設計並實施合作學習的體育課程時，排除教師因性別差異而有期望與對待的差別，以提供參與體育課程的學生公平學習的機會。透過修改體育活動規則及人數，以混合性別比賽方式將性別平等教育融入體育教學，本研究旨在探討學生參與混合性別的體育課程後，學生以及教師與學生的收穫與反省。以新北市某國中七、八年級52位學生 (女學生26人，男學生26人) 為研究參與對象，進行為期八週共三十二節課的課程實施研究，經參與觀察、收集開放性問卷及訪談資料分析後，發現課程操作可以：（一）營造性別平等體育課程，去除性別刻板印象；（二）建立性別價值觀，提升運動參與及運動技能；（三）進行反思性別平等課程，展現教師多元教學專業。

關鍵字

性別平等教育 ； 體育課程 ； 合作學習

並列摘要

In design, planning, and implementation of physical education curriculum, teacher should treat student equally under teaching scenarios. When designing and implementing cooperative learning in physical education by action research, differences of expectation and treatment due to gender differences should be eliminated, and equity learning opportunities to students who participate in the program should also be provided. This study modified activity rules, number of students and gender of students. This study aimed to investigate gain and reflect of teachers, and students after the implemented program which was integrated with gender equity education. Fifty-two seventh and eighth graders ( 26 females students and 26 males ) in one junior high school in New Taipei City served as participants. After eight-week with 32 lessons, through participation observation, questionnaires, and interview, it was found that (1) after integrating gender equality into physical education, gender stereotype was eliminated, (2) gender values was established and sports participation and skill were enhenced, (3) physical education teacher can perform diversified teaching profession by designing, planning, and implementating of gender equity curriculum.

並列關鍵字

Gender Equality ； Physical Education Curriculum ； Cooperative learning

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