林安邦林佩君2019-08-282012-7-122019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595101218%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/85594本研究旨在探討南投縣國中三年級學生性別平等觀念之現況，本研究之研究目的有二：一、瞭解南投縣國中三年級學生對性別平等的觀念程度。二、探討不同背景變項對南投縣國中三年級學生性別平等觀念程度的差異。研究方法主要採文獻探討法與問卷調查法，並以南投縣公私立國民中學之三年級學生為研究對象進行隨機抽樣調查，再輔以電腦統計軟體SPSS 12.0進行統計分析，包括次數分配、平均數、標準差、t檢定、單因子變異數分析等統計方法處理統計資料。 研究得到以下結論：一、南投縣國中三年級學生對性別平等觀念程度為高。二、不同背景變項之國中三年級學生在性別平等觀念程度的差異情形如下： (一)不同生理性別、父母親學歷、管教態度、每天上網時間、每天與父母聊天時間等因素，對於性別平等認知三個層面均達顯著性差異。 (二)其他之背景變項如家庭結構、每天看電視時間、異性交往經驗、學校所處區域、學校規模等因素，對於部分性別平等認知層面仍具有顯著性差異。 根據以上結論，本研究提出以下建議：一、對教育行政機關之建議：(一) 持續重視性別平等教育議題；(二)強化學生對多元性別面貌呈現方式的尊重；(三) 推動落實家庭教育；(四) 督促傳播媒體淨化運動。二、對後續研究之建議：分別在研究對象、研究變項、研究方法以及研究工具上提出未來研究之參考。This study aimed to investigate the gender-equity awareness of the 9th-graders in Nantou county. The objectives of this study involves two key aspects: (1)To understand the level of the gender-equity awareness of the 9th-graders in Nantou county. (2) To explore how different background variables affected the gender-equity awareness of the 9th-graders in Nantou county. This study adopted the methods of literature review and questionnaire, with random selection of 9th-graders from public and private junior high schools in Nantou county as participants. All the obtained data had been analyzed with an aid of SPSS 12.0 (statistical software), including frequency distribution, mean, standard deviation, t-test, and One-Way ANOVA. The conclusions reached in this study were as follows: (1) The gender-equity awareness of the 9th-graders in Nantou county was above the average. (2) Different background variables led to different levels of gender-equality awareness, which were further described below. The result indicated a significant difference between three cognitive domains of gender-equality and factors such as the participants’ genders, the education levels and discipline attitudes of their parents, the time they spent on Internet surfing and in talking to their parents. Other background variables such as family structure, the time they spent on TV, the experience of their opposite sex interaction, school area and size were also observed to reveal a significant difference in terms of some cognitive aspects of gender-equality. Based on the above results, this study proposes some useful suggestions. First, it provides 4 implications for educational administrations. (1) The issue of gender-equality should be continuously emphasized. (2) The students’ awareness about multi-dimensions of gender should be reinforced and a climate of respect among them should be cultivated. (3) Family education should be properly implemented. (4) The Media Environment Projects should be promoted and sponsored. Second, it serves as a reference for future researchers in terms of subjects, variables, methods, and tools.性別平等性別平等教育性別平等觀念性別平等教育法Gender EquityGender Equity EducationGender Equity ConceptGender Equity Education Act