國中公民教科書性別意識型態之演變

Abstract

本研究旨在分析國中公民教科書性別意識型態之演變。研究方法採用內容分析研究法，研究對象為1968、1972、1983、1994、2000、2003、2005、2008年版，共8個版次的公民教科書。在確立研究目的與方向後，透過文獻探討，分析性別與性別刻板印象的意涵，瞭解性別平等之意義、內涵與發展，並且根據歷年國內外對性別意識型態的檢核規準，與國內教科書檢核的研究成果，擬定本研究之量化分析類目表為四大主類目，分別是：「性別刻板印象」、「性別比例不均」、「性別隱匿不見」、「性別語言偏見」，據此進行相關量化與質性分析。 本研究結論如下： 1、整體而言性別刻板印象已隨版本的更替而有改善，其中活動參與、從事職業的改善最為明顯，文字部分幾乎已沒有任何發現。社經地位、家庭分工、角色特質與性別關係依然存在性別刻板印象，但是情況並不嚴重，變動亦不大。 2、性別偏差失衡最主要在於男性人物的數量明顯多於女性人物；舉例說明偏差與犯罪行為時，則是幾乎全都採用男性人物。 3、性別隱藏不見主要在於略而不提女性人物的努力與貢獻，以多元性別氣質、性傾向與同性戀議題，但是女性的社會典範人物呈現增加的情形。 4、性別語言偏見的問題並不嚴重，僅出現經常以男性人物指稱全體之情形。 5、女性之活動參與以及從事職業的多樣性提高、家務分工與性別關係呈現傳統的性別刻板印象、以男性為論述中心是性別偏差失衡的主要原因。 本研究根據上述的結論所提出的建議如下： 1、對國中公民教科書編輯之建議：增加女性參與活動和從事職業的例子；破除家務分工的刻板印象；選用圖片應該考量是否符合性別數量與呈現的平衡：增加呈現女性努力及貢獻與女性社會典範人物；增加對多元性別、性傾向與同性戀議題的論述。 2、對國中教師之建議：提升個人的性別平等意識；主動解構教科書文本的性別意識型態；適時補充有利於性別平等之教材。 3、對後續國中公民教科書研究之建議：增加研究對象；多樣化的研究方法。

The purpose of this study is to use content analysis to find out gender ideologies in the Junior High School Civic Education Textbooks. The research objects are 1968, 1972, 1983, 1994, 2000, 2003, 2005, 2008 editions, a total of 8 editions of civic education textbooks. After establishing the research purpose and direction, through literature discussion, analyze the meaning of gender and gender stereotypes, understand the meaning, connotation and development of gender equality. In addition, according to the domestic and international standards for checking gender ideology over the years, and the research results of domestic textbook checking, the quantitative analysis category list of this study is drawn up into four main categories. They are: "Gender Stereotype", "Uneven Gender Ratio", "Gender Concealment", "Gender Language Prejudice", based on which relevant quantitative and qualitative analysis is carried out. The conclusions of this study are as follows: 1. Gender stereotypes have improved with the change of editions. Among them, the improvement of activity participation and occupation is the most obvious, and there is almost no discovery in the text part. There are still gender stereotypes in socioeconomic status, family division of labor, role characteristics, and gender relations, but the situation is not serious and the changes are not significant. 2. The main reason for the imbalance of gender bias is that the number of male characters is obviously more than that of female characters; when giving examples of bias and criminal behavior, almost all male characters are used. 3. Gender concealment mainly lies in the omission of the efforts and contributions of female characters, with multiple gender temperament, sexual orientation and homosexuality issues, but the number of female social model figures is increasing. 4. The problem of gender language prejudice is not serious. It only appears that male characters often refer to all. 5. The participation of women in activities and the increase in the diversity of occupations, the division of housework and gender relations presenting traditional gender stereotypes, and the focus on men are the main reasons for gender bias and imbalance. The recommendations of this research based on the above conclusions are as follows: 1. The suggestions for the editors of junior high school civic textbooks: increase examples of women’s participation in activities and occupations; remove the stereotype of the division of housework; the selection of pictures should consider whether they meet the balance of gender and presentation: increase the presentation of women’s efforts and contributions and female social model figures; Increase the discussion on issues of diverse gender, sexual orientation and homosexuality. 2. The suggestions to middle school teachers: Raise personal awareness of gender equality; take the initiative to deconstruct the gender ideology of textbook texts; timely supplement textbooks that are conducive to gender equality. 3. The suggestions for the follow-up study on the textbooks of Chinese citizens: increase research objects; diversify research methods.