國中教師對兩性平等教育課程的態度影響之研究

Abstract

本研究是為探討國中教師對兩性平等教育課程的認知、情感與行動三方面態度之改變，本研究採用自編問卷對國中教師進行問卷調查，其研究對象為高雄地區（包括高雄市、高雄縣）公立國中的教師。本研究結果發現國中教師對兩性平等教育課程的認知不足，但情感正面，由於認知不足使得國中教師無法在課堂上採取有效的教學技術，以促進兩性平等教育課程的實踐。因此本研究建議國中教師應多充實自己在兩性平等教育課程方面的知識，了解性別是社會建構，且現行課程有性別偏見、歧視與刻板印象的事實，做一個多元文化與性別平衡的後現代觀教師，師資培育機構應設兩性平等教育學程，以促進兩性平等教育時代到臨。

This research examined the gender-equity curriculum cognition, emotion, and behaviors of secondary teachers who serviced in the Kaohsiung area. Researcher used one survey instrument that was designed by herself to collect initial data on the attitudes of the participants. Teachers showed a lack of the cognition of the gender equity curriculum. They were not aware of sexism in the current curriculum and did not consider that gender was constructed by society and culture. As a result, they could not practice behavior of gender-equity in the classroom. Recommendations included that teachers must learn more about the concepts of gender equity curriculum and to develop a view of postmodernism. Then, they can create the multi-cultural and gender balanced context in the classroom.