以案例教學實施國小性別平等教育議題之行動研究

Abstract

本行動研究的動機源於對教學現場學生互動情形的觀察，特別是學生在與異性相處時表現出的不適應，影響了同儕交流與友誼。因此研究採取案例教學法的方式，將性別平等教育議題融入國小健康教育課程，並探討其教學歷程與實施成效，期望藉此課程建立學生性別平等意識，尊重多元性並破除性別刻板印象。 為達成研究目的，本研究以花花國小四年級天使班（化名）11位女生與13位男生為主要研究參與者，並邀請天使班導師為協同研究者，共進行9節360分鐘的課程。研究蒐集的資料包含觀察、訪談與教學相關文件。藉由教學前、中、後不同的觀察紀錄表件、半結構式訪談的方式、研究者教學省思札記，以及學生學習紀錄回饋單等資料，從課程設計、教學實施、學生學習成效與挑戰省思四個層面，探究運用案例教學於性別平等教育議題融入的實施。 藉由研究的歷程與結果討論，得出以下結論：一、課程設計：議題融入式課程有效提升學科知識與價值觀，通過精心設計的教材與案例，增強學生學習動機與情境共鳴。多層次的問題設計有助於培養學生的批判思考與溝通能力，並透過多元評量策略全面檢視學生學習成效。二、教學實施：課程設計的彈性及多樣化學習方式，能有效應對學生需求與反應。互動討論與問題引導激發學生批判思維，情緒支持與教學節奏調整增強學生學習安全感。三、學習成效：學生在青春期知識、性別平等意識、身體自主權與交友技巧方面有顯著提升，並對性別刻板印象及多樣性有更深入理解。同時，學生在自我認識與職業規劃方面也有所發展。四、挑戰省思：課程設計需平衡學科知識與性別平等議題，並解決學生學習差異化與實踐行動力問題。教師間的協同合作與反思對課程優化至關重要。

The motivation for this action research stemmed from observations of student interactions in the classroom, particularly the difficulties students exhibited in interacting with the opposite sex, which affected peer communication and friendships. Therefore, the research adopted a case-based teaching method, integrating gender equality education into the elementary school health education curriculum. It aims to explore the teaching process and its effectiveness, with the goal of fostering gender equality awareness in students, promoting respect for diversity, and breaking down gender stereotypes. To achieve the research objectives, the study involved 11 girls and 13 boys from the fourth-grade"Angel Class" (a pseudonym) at Huahua Elementary School. The class teacher was invited as a co-researcher, and they together conducted nine lessons totaling 360 minutes. The data collected for the study included observations, interviews, and teaching-related documents. Through pre-teaching, during- teaching, and post-teaching observation records, semi-structured interviews, the researcher's teaching reflection notes, and student feedback forms, the study explored the integration of gender equality education into the curriculum from four perspectives: curriculum design, teaching implementation, student learning outcomes, and challenges and reflections. Based on the research process and discussion of the results, the following conclusions were drawn:1. Curriculum Design: The issue-integrated curriculum effectively enhances both subject knowledge and values. Through carefully designed teaching materials and case studies, it strengthens students' learning motivation and emotional resonance with the content. Multi-layered question designs help foster students' critical thinking and communication skills, while diverse assessment strategies comprehensively evaluate students' learning outcomes. 2. Teaching Implementation: The flexibility of curriculum design and the application of diverse learning methods effectively respond to students' needs and reactions. Interactive discussions and guided questions stimulate critical thinking, while emotional support and adjustments to the teaching pace enhance students' sense of security in learning. 3. Learning Outcomes: Students showed significant improvement in their understanding of puberty knowledge, gender equality awareness, body autonomy, and social skills. They also gained deeper insights into gender stereotypes and diversity. Additionally, students made progress in self-awareness and career planning. 4. Challenges and Reflections: Curriculum design needs to balance subject knowledge with gender equality issues and address the challenges of differentiated learning and practical application. Collaborative cooperation and reflection among teachers are crucial for optimizing the curriculum.