九年一貫課程兩性教育議題之課程設計與教學策略

Curriculum Design and Instruction Strategies of Gender Education

10.6384/CIQ.200110.0021

洪久賢(Jeou-Shyan Horng)

性別教育 ； 性別教育 ； 教學 ； 課程 ； gender education ； instruction ； curriculum

課程與教學

4卷4期（2001 / 10 / 01）

21 - 37+166

繁體中文

兩性教育（性別教育）新興議題在課程改革中以融入－轉化、互為主觀式的詮釋觀進入各學習領域，從性別教育與擬融入之學習領與之能力指標對應與分析著手，發展概念、學習目標與教學活動。教師為推動性別教育的關鍵人物，善用教學策略，選擇適切的性別主題，提供支持性、創造開放、安全且無性別歧視的學習環境，重視學生的生活經驗連結性學習，給予學生賦權增能，運用思考單、價值澄清、思辯、合作省思、發問、訪談、參觀與體驗，促使學生反思既存的性別觀點，敏於察覺性別歧視，尊重彼此的發聲、分享、成長與質疑，坦然面對自我價值觀、自覺、自省並發展自我。讓學生由本身的敘述經驗，成為知識的創造與建構者，增強弱勢學生的主體力量，重新思考兩性如何定位與對待，建構兩性互重、和諧的性別觀。

Gender education is a new issue of curriculum reform. Gender education will be infused into learning areas of 1st through 9th grade education through infusion-transfer model. The effective teaching strategies for facilitating gender consciousness and promoting feminist pedagogy in the classroom are: creating a safe, nonhierarchical, supportive learning environment, transforming the culture of the classroom to create a learning community that promotes respect and caring, and careful attention to a climate of thoughtfulness. The students sholld feel supported and comfortable to express their opinions, to be empowered, and to develop themselves. Instruction and learning form a respect for multiple perspectives, a learning environment was shaped that acknowledged diversity and promoted inclusion on a variety of levels. The effective instruction methods were used to facilitate students rethinking gender stereotypes, and rebuilding equal and respective gender aspects which include reflective cooperative thinking, value clarification, critical thinking, questioning, interview, visiting, and personal experience.

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