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gender equality in education
human rights education
This study adopts action research and explores how to incorporate gender equality and human rights education into teaching and learning materials in Citizen& Society Course. The tentative designed materials were implemented in the form of case-method teaching to seventh graders from two classes in a junior high school in Taipei. And the results are demonstrated as follows: Summary of the research results, problems and solutions 1. The implementation of case-method teaching regarding gender equality in the first semester of seventh grade is workable. 2. It is more effective when a gender equality case designed is close to real-life situations andinvolves controversy. 3. Students’ learning experiences, such as the habit of pursuing a standard answer,should be takeninto consideration when designing worksheet questions. It is suggested that closed questions may be followed by open questions. 4. During the implementation of case-method teaching, some difficulties showed up.However, possible solutions were also raised in this study. (1) To deal with time limitation, besides handing out worksheet as homework beforehand, other supplementary materials could also be given to students one class before for them to preview. To manage students’ learning process, group reward systems could be established to foster their learning motivation. (2) When discussing some controversial issues regarding gender equality and human rights, teachers need to evaluate some possible influences the society may have on course implementation. (3) Seventh graders were not familiar with case-method teaching, which led to their being ill-disciplined in class; thus teaching directives should be clear and concise.It is even better for teachers to demonstrate the whole process in front of the students. (4) It was noticed that students cared about peer participation and work distribution among group members. Thus, besides teachers walking around in the classroom, “peer evaluation sheet” could be designed to take peers’ feedback into consideration. 5. Students lacked prior knowledge of the case discussed. To solve this, teachers could provide related information one class before, which may foster group participation and discussion in class. 6. There were some repetitive questions on the worksheet. Reflecting on this,teachers may review the worksheet and try to answer the questions on their own or resort to other teachers and students for suggested answers in order to polish the discussion questions presented on the worksheet. Students’ learning and progress 1. Students learned some gender issues existed in the society, which may improve their understanding of gender equality. 2. Students were able to show their empathy toward others’ difficulties. 3. Students were able to respect others, discuss rationally, and build up the knowledge dependently and independently. Based on the research findings, several suggestions are presented as follows: Suggestions for future teaching 1. Learning materials of Citizen& Society Course under 108 curriculum guidelines are suitable to incorporate issues regarding gender equality and human rights. 2. Teaching methods could be diversified in the first semester of the seventh grade. 3. Teachers could resort to other colleagues to develop cross-interdisciplinary,competence-oriented curricula. 4. Group reward systems and peer evaluation sheet could be established in order toperfect case-method teaching. 5. Audiovisual equipment could be provided in case-method teaching class, plus,teachers could design activities to evaluate students’ learning. Suggestions for future study 1. Case-method teaching on gender equality could be implemented in the eighth grade under 108 curriculum guidelines. 2. More gender equality cases could be developed to keep pace with social changes.
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