山地泰雅族部落國民小學性別平等教育實施現況與困境之個案研究

The Implementation of Gender Equality Educational at the Tayal Aboriginal Tribe Elementary School:A Case Study

本研究目的為探究山地泰雅族部落國民小學實施性別平等教育課程與教學的現況及困境，採個案研究法，研究結果歸納白訪談，觀察、文件和研究札言己等資料 · 研究發現個案學校現況為：多配合法令規範推行宣導活動 · 無明確教學目標；課程與教學未考量學生特質，僅配合學校活動及教科書；多採用傳統講述教學法，偶輔以圖片或影片；資訊設備新穎，網路取村便利；學生原生家庭文化男尊女卑；教學考性平教育專業知能不一無法談「性」；學習者性資訊很濫卻無處問 · 其困境有：教師事務繁雜多，單兵設計課程；教師性平教育專業知能待增強，進修卻受限；部份代理代課教師無教學法概念；親師間性別概念落差大”導致教學困擾：教師流動大，個殊學生難以長期追蹤輔導；師生間的性別文化不同，對話難以交集；男教師不知如何與女學牛討論性別敏感問題。

The purpose of this study was to explore the implementation of gender equality education at the Tayal Aboriginal tribe elementary school in the mountain area. An interview observation, and literature analysis were used as research methods. The findings of Loga Elementary school (a pseudonym) were summarized as following: 1. a lack of clear learning objectives, the school only implemented activities according to the government's policy; 2. cuaiculum designing was based on textbooks: 3. traditional teaching method was lecturing, and pictures or video as teaching aid: 4. teachers had accessed to get teaching nuterialls from Internet and the classrooms were equipped with various media facihties: 5. traditional roles of Limily members and bias toward differ gender were existent: 6. teachers had different capabilities in teaching gender equality; 7. students accessed information of sex easily however, a lot of questions were left unsolved. The difficulties of Loga school were as following: 1. teachers were over-burdened and had no time to design the gender equality courses; 2. teachers needed professional knowledge in gender equality and communication skills, as well as further in-service traimn . 3. the school was located in suburb area which made it hard to recruit qualified teachers: 4. teachers and parents had different perspectives toward gender equality which caused teaching more difficult; 5. teachers tnnsfer to another school frequently and they cant deal with students' problems continuingly; 6. the perspectives toward gender issues were different between teachers and students. so it was hard for them to stait the conversation: T it was hard for male teachers to deal with female students' gender awareness.