國小學生性別意識的形塑、轉化與斷裂：性別議題融入教學的學習經驗研究

Abstract

過往研究與教學實務鮮少重視學生的聲音，即便學生處在課程轉化過程中的關鍵位置。本研究旨在探討個案教師的性別課程意識、課程設計及運作過程，並聚焦在學生與性別議題相關的學習經驗及性別意識發展情形。基於此，乃採取個案研究法的質性研究取徑，以臺灣東部一所國民小學的為研究場域，選擇一位男教師及其任教的十位班級學生為研究參與者，並藉由參與觀察、訪談及相關檔案文件分析等方法蒐集研究資料。

綜合各項資料分析，本研究主要結果有六點。第一，教師的性別課程意識將持續引導後續課程發展與教學實踐過程。第二，學生對課程內容存在覺知與詮釋上的差異，且教科書文本以外的課程內容較能喚起回憶。第三，學生對課堂性別知識的詮釋涵融學習觀、個人成長經驗及家庭生活經驗的交互影響。第四，國小學生的性別意識涉及受壓迫的成長經驗、原生家庭的性別秩序、班級同儕互動、課堂學習及自主學習等五個向度經驗所形塑。第五，性別議題融入教學作為一種女性主義論述具有轉化學生性別意識的作用，但仍受制於學生性別位置、關係認知及家庭性別結構，進而生成意識的斷裂發展。第六，不同性別學生的性別意識發展在「對文本內容的詮釋」及「與他者疏離」上具有細微差異。基於這些研究發現，本研究進一步提供未來研究及教學實務上的相關建議。

There was a shortage of students’ voice in the past researches and pedagogical praxis even though students were the subjects in the processes of curriculum transformation. The purpose of this study was to explore students’ learning experiences and their developments of gender consciousness in the context of gender issues integrating instruction; it also included teacher’s curriculum consciousness of gender issues and gender perceived curriculum. One elementary school teacher and ten students in eastern Taiwan were selected as participants in the qualitative case study. Multiple methods of data collection including participant observation, interviews, and documents analysis were adopted.

Six findings included in this study. First, participant teacher’s gender curriculum consciousness had shaped and influenced the developmental ideas of curriculum and the operational curriculum. Second, there were differences of students’ experiential gender curriculum and reflected their viewpoints toward the operational curriculum. And the learning activities developed out of textbooks could easily call up the remembrance of students’ learning and living experiences. Third, students’ interpretations of gender knowledge in classroom had combined the interactions among their learning perspectives, living experiences, and family life. Forth, the shaping of students’ gender consciousness involved five-dimension experiences including their oppressive experiences, gender order in originated family, peer interaction, class-learning, and off campus learning. Fifth, the gender curriculum as a feminism discourse had transformed students’ gender consciousness which yet still conditioned by their gender position and were constrained by relational cognition and the gender structure in family, and then divided developments were fostered. Sixth, different gender students’ developments of gender consciousness had minor differences on their textbook interpretations and alienation to others. Based on these findings, this study provided some suggestions for further researches and pedagogical praxises.