素養導向的性別議題教學：以性別與科技為例

Competence-based Teaching on Gender Issues: Taking Gender and Technology as an Example

素養導向教學是108課綱重要元素，本文嘗試討論如何實施素養導向下的性別議題教學。本文首先指出素養導向內涵與性別研究的知識論內涵乃高度吻合。其次，本文主張，要落實素養導向的性別議題教學，應避免僅是向學生宣示性別平等理念，而是應該在教學過程中，納入不同性別群體的多元生活經驗，以引導學生思考。本文以「性別與科技」主題為例，說明教師在教學時，可引用哪些多元性別生活經驗，帶領學生突破對科技的既有思維框架，引導學生對科技發展與科技生活進行批判反思，以提升科技識能，並去除科技應用的不平等。

Seeing that competence-based teaching is an important element of the 2019 Curriculum Guidelines, the article attempts to discuss how to implement competence oriented teaching on gender issues. It first points out that the connotations of the competence orientation are highly consistent with those of the epistemology of gender studies. Secondly, it argues that to implement competence-oriented teaching on gender issues, it is necessary to avoid merely declaring gender equality concepts to students. Teachers should guide students to think by incorporating multiple life experiences of different gender groups into the teaching process. The article takes the theme of “gender and technology” as an example to illustrate which multiple gender life experiences teachers can use in their teaching. With these, teachers can lead students to break through their existing thinking frameworks about technology and guide them to reflect critically on the technology development and the technological life. The goal is to improve their technology literacy and remove the inequalities in technology application from our society.