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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101882

    Title: 情境教學融入性別平等教育課程對國中生學習成效之研究
    Other Titles: Investigation on learning outcomes with integrating situational teaching into gender equity education for junior high school students
    Authors: 丁珮怡;Ding, Pei-Yi
    Contributors: 淡江大學教育科技學系數位學習在職專班
    徐新逸;Shyu, Hsin-yih
    Keywords: 情境教學;性別平等教育;學習成效;Situated Teaching;Gender Equality in Educatio;Learning Effectiveness
    Date: 2014
    Issue Date: 2015-05-04 09:20:26 (UTC+8)
    Abstract: 本研究採準實驗研究法,探討運用情境教學法進行性別平等教育課程對於國中一年級學生的學習成效。本研究以高雄巿某國中一年級兩班學生為研究對象,一組為實驗組,由研究者針對性別平等教育課程設計運用情境教學法授課;另一組為對照組,進行傳統教學法,二組課程教學時程皆為5週,共5節課,計225分鐘。
    The study employed a quasi-experimental method to explore the learning effectiveness of situated teaching on gender equality program in education of Taiwanese seventh graders. The study selected two junior high school classes from Kaohsiung city; one served as the experimental group (EG) who received situated teaching instruction in line with gender equity education curriculum design, and the other as the control group (CG) who was exposed to a variety of traditional methods. The trials lasted for five weeks, at 45 minutes per week.
      In the study, the covariates were the pre-test scores of respondent junior high school students in their gender equality education questionnaire; the dependent variables were the post-test scores, the teaching activities and daily observation records, through which to understand the sexual harassment situation. The EG and CG were the independent variables, experiencing one way ANCOVA respectively. Through data collection in teaching activities and analysis, the results showed that students in EG receiving situated teaching in gender equality education has significantly higher cognition and awareness of sexual harassment than that of the CG receiving traditional teaching methods; in addition, students in EG receiving situated teaching in gender equality education have less sexual harassment behavior than that of the CG receiving traditional teaching methods, and their attitude towards situated teaching was positive. The findings of this study can serve as design references for teachers conduct situated teaching on gender equality education in future.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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