減低性別刻板印象統整課程與教學之行動研究

機構典藏 > College of Education > Master's Program, Graduate Institute of Curriculum and Instruction > Thesis > Item 987654321/51527

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/51527

Title:	減低性別刻板印象統整課程與教學之行動研究
Other Titles:	An action research of integrated curriculum and instruction on demystifying gender stereotype
Authors:	郭玉菁;Kuo, Yu-ching
Contributors:	淡江大學課程與教學研究所碩士班朱惠芳;Ju, Huey-fang
Keywords:	性別刻板印象;性別平等教育;課程統整;行動研究;gender stereotype;Gender Equity Education;Curriculum Integration;Action Research
Date:	2010
Issue Date:	2010-09-23 15:23:02 (UTC+8)
Abstract:	「性別刻板印象」是性別平等教育重要論點之一，其存在於日常生活之中，但常因習焉不察而未被重視，或即使知道要重視，也因不易改變而不了了之；然而在多元文化的教育現況，人們應減低性別刻板印象，因為在多元的文化知識衝擊下，接觸到更多不同以往經驗的文化體系，若仍存有性別刻板印象，就個人而言，易自我侷限可能的發展，更甚者，在社會中會導致不易接受多元文化，也易造成彼此的衝突、排斥與歧視。本研究探討國小三年級學生之性別刻板印象，統整國小語文、社會及健康與體育等學習領域，設計「減低性別刻板印象統整課程」，以課程設計與教學實施之行動研究進行。本研究結果發現：一、主題式課程統整設計，能改善議題融入各領域的形式化。二、運用多元化的教學策略與媒體，能確實達到減低性別刻板印象之課程目標。三、學生能以言語、行動展現統整課程之學習成果。四、教師應整合學生生活經驗與教材，促使學生認知與行動之連結。五、行動研究可促使教師重新檢視教材、進行反省思考、提昇專業知能。根據以上研究成果，建議教育機構應建立完善的影音資料庫，協助教師進行主題式課程統整，以減低性別刻板印象，落實議題融入課程之中。 Gender stereotype is an important theme of gender equity education. It exits in our daily life but easy to ignore. Because it is hard to change, even we know it is important, we will be used to this situation. Under the present circumstances of multiculture education, we should reduce the gender stereotype. Within the impact of multiculture, people have more opportunities to approach it. If people still keep gender stereotype, it will limit possible future development. Especially, gender stereotype will cause conflict, repellence and discrimination. The purpose of this study is to understand the gender stereotype of elementary third graders, through the desinged and implemented integrated curriculum. This action research finds the following results: 1. The theme-based curriculum integration can improve the social issues immersed into various learning areas of elementary curriculum. 2. With many instructional strategies and teaching materials, the designed integrated curriculum can reach the goal to reduce the gender stereotype. 3. Students show learning outcomes of integrated curriculum by verbalism, action and implementation processes. 4. Teachers should integrate students’ life experience and teaching materials to improve students'' linking between cognition and action. 5. Action research can promote teachers to review teaching materials, self-reflection, and increase teachers’ professional growth. In order to reduce the gender stereotype, we suggest educational institutions to establish audio-visual databases, and to assist teachers designing theme-based curriculum integration.
Appears in Collections:	[Master's Program, Graduate Institute of Curriculum and Instruction] Thesis

Files in This Item:

File	Size	Format
index.html	0Kb	HTML	407	View/Open

Loading...