Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92211
Title: 台北縣國民中小學對性別平等教育法內涵認知與執行現況之研究
Study on Contents Cognition and Execution Status of
Authors: 楊國賜
YANG, KOU-SHIN
張寶丹
CHANG, PAO-TAN
Keywords: 性別平等教育
性別平等教育法
gender equity education
gender equity education act
Issue Date: 2007
Abstract: 摘 要 本研究旨在瞭解台北縣國民中小學對性別平等教育法內涵認知、執行現況及執行困境與因應,並根據研究結果提出結論與建議。為達上述目的,參考相關文獻及性別平等教育法及其相關子法編製「台北縣中小學執行性別平等教育法調查問卷」,實施問卷調查。 本研究以台北縣國民中小學之行政人員及教師為範圍,以台北縣所劃分的九大行政區域為分層,並兼顧母群及學校規模大小,每區抽取約五分之二學校,共抽取一百零四所學校計942位研究對象,進行問卷調查,回收有效問卷為808份,問卷可用率85.77%。再將所蒐集資料,以SPSS 10.0套裝軟體進行「平均數、標準差」、「t考驗」、「單因子變異數分析」、「最小顯著差異(LSD)事後檢定」、「皮爾遜積差相關」等方法進行統計分析,將研究主要發現歸納成結論及建議如下: 壹、結論 ㄧ、台北縣國民中小學對性別平等教育法整體內涵有相當高程度的認知。 二、台北縣國民中小學對性別平等教育法整體執行現況認同程度尚稱良好。 三、社會根深蒂固的性別刻板印象及家長性別平等教育不足,是執行本法的最大困境。 四、中央或地方政府有系統編輯性別平等教育融入各領域課程之教材,提供學校參考,以解決台北縣的執行困境。 五、台北縣國小階段在「學習環境與資源」的法令內涵認知程度,高於國中階段。 六、台北縣位於縣轄市學校在「校園文化環境與社區推展」的認知,及「課程、教材與教學」的執行現況認同程度,優於鄉鎮及偏遠地區的學校,且對執行困境認同度相對較低。 七、台北縣60班以上學校對「校園文化環境與社區推展」的內涵認知及解決方法的認同程度,明顯高於其他類型學校。 八、不同「學校歷史」是影響本法內涵認知、執行現況與解決方法的重要因素。 九、不同「性別」是影響「組織及其運作」、「校園文化環境與社區推展」執行現況認同程度的重要因素。 十、不同「年齡」、「服務年資」是影響本法內涵認知、執行現況認同程度的重要因素。 十一、不同「教育背景」是影響本法內涵認知的重要因素。 十二、不同「職務」是影響本法內涵認知、執行現況與解決方法認同程度的重要因素。 十三、台北縣國民中小學執行本法內涵認知、執行現況、執行困境與解決方法間有顯著相關。 貳、建議 一、對中央主管機關的建議 (一)強化性別平等教育法的實踐,達「知、行、思」目標 (二)培育性別平等教育專業種子教師,建立認證制度 (三)系統化整合性別平等教育教材,建立知識分享平台 (四)善用媒體與社會教育,重塑社會性別平等文化 (五)建立完善評鑑機制,提升執行成效 (六)著力師資培育課程,發揮長遠效能 二、對主管教育行政機關的建議 (一)持續性別平等教育法令的宣導,建立正確認知 (二)積極培育性別平等種子教師,研究發展教材 (三)系統性整合性別平等教育資源,建立完善支持系統 (四)強化對偏遠地區資源展延,弭平城鄉差距 (五)設置專職人員,輔佐學校之不足 (六)編列及統整適當經費,支援學校推動性別平等教育 (七)強化學校執行績效,納入評鑑機制 三、對學校單位的建議 (一)發揮校長領導功能,全面觀照落實性別平等教育法案 (二)加強法治觀念,建構校園性別文化 (三)規劃多元化性別平等教育進修課程,增進教師效能 (四)落實學校本位效能,深化細緻性別教育活動 (五)強化性別平等教育委員職責,提升認知與執行力 (六)加強懷孕事件宣導,積極強化預防教育 (七)加強親職性別教育,創造性別平等社會新文化 四、 對未來研究建議 (一)進行質性或行動研究 (二)擴大研究範圍 (三)擴大研究對象 (四)深入單一研究領域 關鍵詞:性別平等教育、性別平等教育法
Study on Contents Cognition and Execution Status of Gender Equity Education Act for Elementary Schools and Junior High Schools of Taipei County Abstract The purpose of this study is to realize the contents cognition, execution status and execution predicament& measures of Gender Equity Education Act for Elementary Schools and Junior High Schools of Taipei County. According to the study outcome, conclusions and suggestions are proposed. In order to achieve the aforesaid goal, I refer to related literature, “Gender Equity Education Act” and related sub-laws to compile “Questionnaire about Gender Equity Education Act Executed in Elementary Schools and Junior High Schools of Taipei County” to implement questionnaire survey. The scope of this study covers the administrative personnel and teachers of elementary schools and junior high schools of Taipei County. Divide Taipei County into nine big administrative areas and also take note of the magnitude of matrix and schools. Sample about 2/5 of schools per area, total 104 schools covering 942 study objectives to proceed with questionnaire survey. Effective retrieved questionnaire sheets amount to 808 copies. The effective rate is 85.77%. And then, use the collective data to proceed with “average, standard deviation”, “t-test”, “one-way analysis of variance (one-way ANOVA)”, “Least Significant Difference (LSD) test” and “Pearson product-moment correlation” via SPSS 10.0 package software to proceed with statistics analysis. The primary discovery of the study is induced as the following conclusions and suggestions: I. Conclusions 1. The elementary schools and junior high schools of Taipei County have quite a high-level cognition to the overall contents of “Gender Equity Education Act”. 2. The overall execution status and identification degree to “Gender Equity Education Act” by the elementary schools and junior high schools of Taipei county are acceptable. 3. The biggest predicament of executing this Act is the deeply fixed image to gender by our society and the insufficiency of gender equity education by parents. 4. Central government or local government has a system to compile gender equity education into the teaching materials of courses in each field for reference by school in order to solve the execution predicament of Taipei County. 5. Regarding the contents of “Learning Environment and Resources” Act, the cognition degree of the elementary schools are higher than that of junior high schools in Taipei County. 6. The schools located at the county jurisdiction city have a better understanding to “campus cultural environment and community development and superior identification of execution status to “courses, teaching aids and lecturing” and have lower identification to execution predicament than those located in villages& township and farther areas. 7. Taipei County schools with over 60 classes have apparently better identification to the contents and the solutions of “campus cultural environment and community development than other types of schools. 8. Different “school history” is a significant factor of affecting the contents cognition, execution status and solutions of this Act. 9. Different “gender” is a significant factor of affecting the execution status and identification degree to “organization and its operation” and “campus cultural environment and community development”. 10. Different “age” and “number of service years” are significant factors of affecting the contents cognition and identification degree to this Act. 11. Different “educational background” is a significant factor of affecting the contents cognition to this Act. 12. Different “duty” is a significant factor of affecting the contents cognition to this Act and the identification degree to execution status and solutions. 13. When the elementary schools and junior high schools of Taipei County execute this Act, the contents cognition, execution status, execution predicament and solutions have an obvious correlation. II. Suggestions 1. Suggestions to central government agencies (1) Reinforce the effectuation of gender equity education act to achieve the goal of “knowing, acting and thinking”. (2) Cultivate professional seed teachers of gender equity education to establish certification system. (3) Via systematic method, integrate the teaching materials of gender equity education and establish knowledge-sharing platform. (4) Make good use of media and social education to re-built gender equity culture in society. (5) Establish well-done appraisal mechanism to upgrade the execution efficiency. (6) Stress the cultivation courses for teachers to develop far-reaching effectiveness. 2. Suggestions to the educational administrative agencies (1) Keep promoting the propaganda of gender equity education act to build up correct cognition. (2) Aggressively cultivate the seed teachers for gender equity and research& develop teaching materials. (3) Systematically integrate the resources of gender equity and establish well-done support system. (4) Reinforce the resources extension to farther areas to reduce the difference between towns and villages. (5) Have professionals to support the insufficiency at schools. (6) List and well arrange budgets to support schools to promote gender equity education. (7) Reinforce the execution performance records of schools and include them into appraisal mechanism. 3. Suggestions to school units (1) Develop school masters’ guidance function to care and root gender equity education act comprehensively. (2) Reinforce legal concepts and build gender culture at campus. (3) Plan diversified advanced study courses for gender equity education to increase teachers’ effectiveness. (4) Root the school-based effectiveness to deepen the delicate gender educational activities. (5) Reinforce the responsibilities of gender equity education commissioners to upgrade cognition and execution power. (6) Strengthen the propaganda of pregnancy matter to reinforce prevention education aggressively. (7) Strengthen parenthood gender education to create a new social culture of gender equity. 4. Suggestions to future study (1) Proceed with characteristic or action study. (2) Expand study scope. (3) Expand study objectives. (4) Penetrate single study field. Keep phrases: gender equity education, gender equity education act
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0093023101%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92211
Other Identifiers: GN0093023101
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