如何創造多元文化的兩性平等教室
No Thumbnail Available
Date
1998-07-??
Authors
張如慧
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
性別議題在這一、兩年來，似乎逐漸躍升為改革的焦點。然而，身為基層的教師，究竟應該如何去回應這樣的改革潮流呢？故以下本文將由多元文化教育的角度，試圖建構出教師在實際教學情境中可能的思考方向及改革策略。首先，教師必須對本身的性別意識進行認識與反省，以培養一種「性別敏感的觀點」，敏銳地察覺教師自身及我們生活周遭中可能面臨的不平等情境。其次，在兩性平等課程的設計途徑與教學策略方面，則可由內容的統整、知識的構成、平等的教學法、機會均等的學校文化等四個面內，來嘗試使自己的教學回應多元文化教育的議題。最後，筆者研擬一份兩性平等檢核表，提供教師檢核自己的教學環境及學生的學習環境，並提出對台灣的兩性平等教育之展望。
In recent years, gender issues seem to be the focus of educational reforms. Being a high school teacher, I attempted to constitute some political reformative approaches to gender equity from the perspective of multicultural education. First, teachers could reflect their own consciousness to gender equity, and develop a gender-sensitive perspective to reveal unfair situations. Second, according to Banks' suggestions, teachers could examine their instruction from the four following dimensions：content integration, knowledge construction, an equity pedagogy and an empowering school culture. Finally, I designed a gender equity chart to offer teachers some items to examine in their instruction, school culture and students' behavior.
In recent years, gender issues seem to be the focus of educational reforms. Being a high school teacher, I attempted to constitute some political reformative approaches to gender equity from the perspective of multicultural education. First, teachers could reflect their own consciousness to gender equity, and develop a gender-sensitive perspective to reveal unfair situations. Second, according to Banks' suggestions, teachers could examine their instruction from the four following dimensions：content integration, knowledge construction, an equity pedagogy and an empowering school culture. Finally, I designed a gender equity chart to offer teachers some items to examine in their instruction, school culture and students' behavior.