本研究採行動研究法,探討性別平等議題融入幼稚園主題課程的實施歷程與發展,及探討性別平等議題融入主題課程後所遭遇的困難與解決策略之情形。本研究融入五個性別平等議題,以台中市樂樂國小附幼蘋果班27名幼兒為研究對象。利用參與觀察、訪談、師生對話、文件分析等方法進行資料蒐集與分析。在課程發展過程中,研究者和合作教師透過共同討論、省思、觀察與修正的歷程,以促進教師的專業成展與專業知能的提昇。本研究獲致之結論歸納如下: 一、透過融入主題課程的教學實踐,能達到幼兒性別平等教育之概念 二、透過融入主題課程的教學實踐,幼兒性別平等概念有正向的轉變 (一)透過認識生理性別的成長與發展,理解外表差異不是決定性別的主因。 (二)藉由認識生命的形成與成長,以澄清自己對生命的迷思經驗。 (三)對身體隱私處與個人身體自主權有正確的認知,並瞭解危機處理方法。 (四)從家事活動發現社會對女性的不平等。 (五)幼兒跳脫不平等的社會習俗及刻板的規範。 (六)瞭解性別差異,落實性別平等觀念。 三、教師在性別平等意識上應隨時修正,避免刻板印象再製。
This study explores the process and development of Gender Equality issues integrated in kindergarten''s Theme Curriculum by the method of Action Research.This study also explores the difficulties and strategies after proceeding the Gender Equality issues integrated in kindergarten''s Theme Curriculum. There are five Gender Equality issues in this study. The samples are 27 pupils in Apple class of Lele elementary school''s kindergarten in Taichung City. The data collections and analyses are by the methods of participant observation、interview、teacher-student dialogue and document analysis.The researcher and the cooperative teachers promoted the Teachers'' Professional Development and Professional Knowledge by group discussion、reflection、observation and adapting during the proAction Research on Intergrating Gender Equality Education into the Kindergarten Thematic Curriculumcess of Curriculum Development. The conclusions of this study are presented as follows: 1. The practice of Integrated Theme Curriculum can promote the practice of pupils’ gender equality education. 2. The practice of Integrated Theme Curriculum can transfer pupils’ Gender Concepts into positive in four Thematic Teachings. (1)recognizing that the difference of appearance is not the main reason to decide the gender by knowing the growth and development of biological gender. (2)clarifying the experience of life misconception by knowing the forming and growth of life. (3) having the correct cognition about hidden private parts of the body and the bodily autonomy. (4)finding the social inequality to female by doing housework. (5)pupils can depart from the unequal Social folkway and Social norm (6)recognizing the diversities of gender, carrying out the concepts of Gender Equality 3. The practice and reflection of Thematic Teaching can promote the Teachers'' Professional Knowledge.