「閱」多元越美麗—多元性別議題融入國中閱讀教學之行動研究

Abstract

本研究目的是在發展多元性別議題融入國中閱讀教學的多元文化課程，依課程設計將多元議題融入閱讀文本設計、並實施閱讀策略的教學，從「尊重多元」的角度出發，加強性別平等教育的落實，除了希望學生尊重性別彼此的差異，並設計LGBTQ+的多元性別文本進行閱讀課程的實施與教學。期望學生在閱讀課程實施後，浼除傳統性別意識的刻板印象，藉由閱讀教學策略強化學生多元性別的觀念，提升多元性別的主權意識，尊重多元性別族群的價值觀。為達研究目的，本研究以新北市化名為小新國中八年級的一個班級為實施對象，此班學生男14位，女14位，共28位學生為主要研究參與者，以行動研究的教學實踐與課程設計，採質化的觀察、訪談、文件分析與課程學習單與回饋表的資料搜集整理，並加以探究分析，從課程與教學、學生學習成效、教師的專業發展等層面，來探究多元性別議題融入閱讀教學課程建構與實施。研究結果如下：一、從肯認多元性別立場出發建構有助於學生省思性別議題的課程方案；二、正向提升學生平等的性別意識培養尊重同理的態度；三、突顯性別議題的重要性營造多元性別學習的環境；四、提升教師性別議題的專業成長與多元文化課程的設計能力；以及五、多元性別議題融入閱讀教學設計正向提升學習省思與實踐力。關鍵字：多元性別議題、多元文化課程、閱讀教學、性別肯認、性別教育Abstract The purpose of this study is to integrate multiple gender issues into the multicultural curriculum of reading teaching in the country, integrate multiple issues into reading text design and reading strategies according to the curriculum design, and strengthen the implementation of gender equality education from the perspective of respect for diversity, in addition to hoping that students will respect the differences between genders and design LGBTQ+ The implementation and teaching of multi-gender texts for reading courses. It is hoped that after the implementation of the reading curriculum, students will eliminate the stereotype of traditional gender awareness, strengthen students' concept of multiple genders through reading teaching strategies, enhance their sense of sovereignty of multiple genders, and respect the values of multiple gender groups. In order to achieve the research objectives, this study is aimed at a class in the eighth grade of New Taipei City, which is pseudonymized as Xiaoxinguo Junior High School, with 14 males and 14 females, a total of 28 students With the main research participants, the students collected and sorted out the data of the teaching practice and curriculum design of the action research, the qualitative observation, interview, document analysis and the curriculum learning list and feedback table, and the inquiry and analysis, from the perspectives of curriculum and teaching, student learning effectiveness, and teachers' professional development, to explore the integration of multiple gender issues into the construction and implementation of the reading teaching curriculum. The results of the study are as follows: First, from the perspective of recognizing multiple genders, construct a curriculum program that helps students to reflect on gender issues. Second, positively enhance students' gender awareness of equality and cultivate an attitude of respect for empathy. Third highlight the importance of gender issues. Fourth create a multi-gender learning environment to enhance teachers' professional growth on gender issues and their ability to design multicultural courses. At last the integration of gender diversity into reading teaching is positively enhancing learning reflection and practice.

Keywords: gender diversity , multicultural curriculum, reading education in middle schools, gender affirmation