性別平等教育在108公民與社會課綱中定位與內涵之分析─以普通型高級中學教科書為例

Abstract

本研究採用質性研究取向的論述分析方法，分析高中公民與社會科教科書對於性別平等教育之論述呈現情形。以108公民與社會課綱、現行公民與社會科必修與選修之教科書作為分析對象，透過課綱所附的「性別平等教育議題實質內涵」指標來檢視高中公民與社會教科書中的性別平等教育相關論述較著重的面向。依照本研究之主旨，得出以下幾項研究結果及發現：一、性別平等教育在課綱裡多屬於「間接融入關係」，即課綱幾乎不會明確要求性別平等教育內容應出現於何處。如何真正推動並傳遞性別平等教育之觀念，有賴教師透過實際教學進行引導。二、課綱及教科書文本內容著重在性U10、U3等指標，顯示高中公民與社會科對於性別平等教育議題實質內涵的呈現側重在特定幾項指標。此亦反映高中性別平等教育的推動，無法單靠公民與社會一科完成。三、教科書對性別平等教育呈現的學門安排與過去課綱規範不同：「社會」與「法律」學門的文本內容有較多現身空間；「政治」與「經濟」學門較缺乏融入接點；政治學門在選修課程教科書甚至沒有性別平等教育議題相關內容的論述出現。此外，不同版本教科書對性別平等教育論述的比重也有差異。四、教科書的性別平等教育論述以傳統兩性框架的「女性」為主要論述對象，多數案例僅針對女性議題進行探討，未脫離男女兩性平權之論述架構。而部分針對性別少數群體的討論，則多以「同志族群」為主，使其成為「弱勢中的強勢」，反映同志以外的性別少數群體仍缺乏能見度。

This study adopts the qualitative research approach to analyze the discussion of gender equality education in high school civics and social science textbooks. Taking 108 Civics and Society Syllabus and existing compulsory and elective Civics and society textbooks as the object of analysis, this paper examines the aspects of gender equality education in senior high school civics and society textbooks through the index of"substantive connotation of gender equality education issues" attached to the syllabus. According to the main thrust of this study, the following research results and findings are obtained: I. Gender equality education in the curriculum mostly belongs to the "indirect integration relationship", that is, the curriculum will hardly specify where the content of gender equality education should appear. How to truly promote and transmit the concept of gender equality education depends on teachers' guidance through practical teaching. II. The curriculum and textbook text contents focus on indicators such as sex U10 and U3, which shows that the presentation of the substantive connotation of gender equality education in senior civil and social studies focuses on certain indicators. This also reflects the promotion of gender equality education in senior high schools, which cannot be completed by citizenship and society alone. III. The subject arrangement of gender equality education presented in textbooks is different from the past curriculum standards: the text content of"society" and "law" has more space to appear; "Politics" and "economics" lack of integration contact points; There is not even a discussion of gender equality education in political science textbooks. In addition, there are differences in the proportion of gender equality education in different textbooks. IV. The discussion of gender equality education in textbooks takes "women" as the main object of discussion in the traditional gender framework, and most cases only discuss the issue of women,without breaking away from the discussion framework of gender equality. Some of the discussions on gender minorities are dominated by the"gay group", making it a "strong in the weak", reflecting the lack of visibility of gender minorities other than gays.