性教育外一章：國小高年級教師的性教育焦慮與教學實作   免費試閱

Teaching Sex and Sexuality in Primary School: The Impact of Teachers' Anxiety on Their Teaching Practices

面對性教育教學，教師有許多難題與焦慮。因此，本研究運用民族誌，企圖探問國小高年級教師性教育教學焦慮與教學實作經驗，從老師「教什麼」與「如何教」當中，深入理解教師性教育教學焦慮與教學實作之間的意義。本研究發現，因為「不會」、「不需要」、「不敢」、「不想」的種種教學焦慮，驅使老師在面對高年級學生性教育教學上選擇「安全」的路。老師把學生對於性的好奇、困惑與理解，視為「『有條件式』面對的真相」。在「多教多錯」的顧慮下，老師傾向將學生置於「天真無邪」與「年紀還小」的保護網內，運用「到國、高中再說」的自我解套策略來合理化與正當化現階段的「不教」。面對學生的情慾提問與表現，老師倚賴「安全又不會出錯」的教科書，然而，老師對於性認同、性慾望、情感關係等性教育議題的裹足不前，並非只是專業知能不足等的個人問題，規範化異性戀的校園與不夠性別友善的社會環境，亦是影響教師性教育教學的要因。本研究強調，看見與理解老師在性教育教學上的焦慮與困境，是改革性教育課程的重要前提。

This study uses an ethnographic approach to explore how teachers teach sex education to their 5th and 6th grade classes, and how their teaching practices arise largely from their own anxiety about teaching this subject. It was found that "teaching anxiety" stems from teachers' attitudes of "I don't know," "There is no need," "I am afraid to," and "I am not willing," and these fears cause teachers to choose the safe approach. When facing sexual questions, on the other hand, students genuinely want answers, yet teachers depend on official textbooks and "book answers." The whole issue of sexual identity, desire, and relationship also seems to get forgotten in primary school sex education in Taiwan, not only because of teachers' insufficient knowledge about sexuality and gender education, but also because schools want to present heterosexuality as normal and tend to provide an unfriendly environment for homosexuals and bisexuals.