多元性別融入國中綜合活動領域行動研究：跨越彩虹橋之性別「齊視」

Abstract

本行動研究旨在建構多元性別課程方案，並探討多元性別課程方案融入國中綜合活動領域之教學歷程與實施成效，進而了解學生對傳統性別角色期待的轉變以及建立一個適合不同性別氣質學生學習的環境。為達上述目的，本研究以森林國中(化名)八年級兩個班級65名學生為課程實施對象，進行兩階段循環的行動研究，共進行五堂多元性別課程方案。 本行動研究主要蒐集的質性資料包括課堂觀察記錄、教師教學省思日誌、課程學習單與學生回饋表，並針對學生回饋表中閉鎖性題目進行基本量化分析。 根據資料分析結果，本研究結果如下： 一、以性別刻板印象、多元性別為主要概念，建構有助於學生人際互動的性別議題課程方案。 二、正視並落實多元性別課程，才能破除性別二元思維及迷思，建立多元性別友善校園。 三、實施「多元性別課程方案」有助於學生性別平等意識之提升。 四、實踐性別平等的教育行動，提升教師多元性別議題的敏覺度及多元文化課程的設計能力。 五、性別議題融入綜合活動領域，更能提升學生實踐及反思能力The purpose of this research is to create the multi-gender curriculums, discuss about the learning process and effect of the programs, which merged into the integrative activities in junior high school. Moreover, this research will put an emphasis on understanding students’ expectations of changes of traditional gender roles and build a friendly learning environment for those having various temperament of gender. In order to achieve the purpose, mentioned previously, this research will have five multi-gender courses within two-stage cycle with 65 students, from two eighth grade classes in Forest junior high school. The main research tools of this action research are qualitative data, including the course-observation record, teacher’s reflective writing for teaching, the learning sheets of the courses and students’ feedback sheets. Furthermore, the author will conduct the qualitative analysis on the closed questions of students’ feedback sheets. According to the outcome of the data analysis, the outcomes of the research are presented below: 1.Use gender stereotypes and multi-gender for the main concept to create curriculums about gender issues, which will help students’ interpersonal interaction. 2.Only if we are aware of the importance of multi-gender curriculums and fully implement it into the practice, the gender binary and myths would be shaken and then we could establish schools of multi-gender equality. 3.Implement “multi-gender curriculums” to help students raise their consciousness of gender equality. 4.Practice the educational action of gender equality to improve teachers’ sensibility and the ability of designing the multi-cultural courses. 5.The gender issue, combined into the integrative activities, can improve more of students' ability of practice andreflection.