性別平等教育議題課綱演變與發展之探析

A Critical Examination of Curriculum Change in Gender Equity Education

本文旨在探討性別平等教育議題在不同課程改革階段的發展與改變。首先，九年一貫課程綱要將性別平等教育納入重大議題，透過議題融入教學取徑，培養學生對性別權益的理解與批判思考能力。至2004年《性別平等教育法》頒布後，性別平等教育議題將性別認同、性取向、多元性別特質放入課程概念，以落實《性別平等教育法》的精神，卻也引發社會爭議，例如反對同志教育、不當教材退出校園及性別平等教育公投案等，使教師面臨「教」與「不教」的困境。其後，《十二年國民基本教育課程綱要總綱》取消重大議題，改將性別平等教育融入各領域課綱，雖不再設置議題教育課綱，但性別平等教育議題九項學習主題與實質內涵列於領綱附錄，仍維持其法律位階。最終，本文提出課綱未來發展可關注的兩個面向：一是政策制定者、學校及教師對社會事件的回應如何影響課程與教學實踐；二是應強化性別研究與教育的交叉對話，以深化性別平等教育的理論與實踐。

Gender equity education are evident in both the Grade 1-9 Curriculum Guidelines and the 12-Year Basic Education Curriculum Guidelines. This study aims to analyze the curriculum change related to gender equity education. Following the enactment of the Gender Equity Education Act in 2004, topics such as gender identity, sexual orientation, and diverse gender characteristics were incorporated into the curriculum framework, sparking significant controversy. Public debates over LGBTQ+ education, the removal of “inappropriate” materials from schools, and proposals for referenda on gender equity education have created compounded pressures, leaving teachers in a dilemma over whether to teach these topics or avoid them. Under the 12-Year Basic Education Curriculum Guidelines, gender equity education is no longer presented as a standalone curriculum issue. Instead, its nine thematic learning topics are outlined by educational stages, integrated into the appendices of the learning area guidelines to maintain their legal status. The paper concludes by highlighting two key aspects of curriculum reform. First, it emphasizes the need to analyze the awareness of policymakers, schools, or teachers regarding the echo effects of social events and their impact on the gender curriculum. Second, it advocates for strengthening the connection between gender and education research and its application to gender equity education.