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題名：「幼兒性別教育」師資培育課程實踐歷程之研究
作者：張鈺珮
作者(外文)：Yu pei Chang
校院名稱：國立高雄師範大學
系所名稱：教育學系
指導教授：謝臥龍
方德隆
學位類別：博士
出版日期：2006
主題關鍵詞：性別平等教育；幼教師資培育課程；女性主義教育學；gender equity education；preschool teacher education；feminist pedagogies
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這是一個長達6年的個人式行動研究，其研究目的是為了建構「幼兒性別教育」師資培育課程的多元文本，探討女性主義教育學的教學實踐與理解學生學習「幼兒性別教育」的歷程。以女性主義教育學為理論基礎，從敘說我的定位出發，我在研究中論述自己在「幼兒性別教育」師資培育課程中的實踐歷程，並從中反省回顧這個歷程。
本研究採用的研究方法有三種，第一是行動研究，這是我為主要的研究方法，在這個研究歷程中我歷經8次小型的行動研究，將這些行動研究的過程，以反省札記「突圍中飛翔」的方式記錄下自己行動的歷程。運用行動研究的方法，我得以建構「幼兒性別教育」師資培育課程的文本內容和探究女性主義教育學的教學實踐。
第二個研究法是焦點團體訪談，有20位學生參與這個焦點團體的訪談，這個焦點團體的訪談，主要是為了理解學生學習「幼兒性別教育」過程中有哪些要素會促進她們的學習理解。第三個研究方法是內容分析法，透過內容分析法來分析學生的作業，探究哪些「幼兒性別教育」的目標是學生所重視哪些是其容易忽略。
本研究的研究結果如下：
在課程文本的建構上，我要尋求一個以學生需求、老師需求平衡的課程文本。在初階課程上，可儘量以學生的需求為主，在進階課程上再增加老師的需求。以下再分為理念課程、正式課程、知覺課程、運作課程與經驗課程說明我的研究發現。
在理念課程中，有四種課程模式可運用在「幼兒性別教育」師資培育課程上，分別是生態學主題網模式、創造優勢模式、對抗歧視模式與跨性合作模式；在正式課程上，有六種幼兒性別教育方案（實施在幼兒上）的目標，分別為自我認同、身體自主、接納差異、創造優勢、促進平權與跨性合作。
在知覺課程上，「幼兒性別教育」師資培育課程（實施在學生上）的目標與內容分為三個層面，分別是基本概念、意識覺醒與課程教學等三個層面；在運作課程上，初階課程時，以自我認同、接納差異與身體自主為主，進階課程時，則以創造優勢、跨性合作和促進平權為課程目的與內容，並運用實作法作為課程方法和評鑑的依據；在經驗課程上，則由有限的選擇中，讓學生選擇要實作的主題，並從中結合意識覺醒的層面在課程教學中。
在教學實踐上，以關懷倫理作為教學實踐的核心。喚醒性別意識的過程為選擇學生關注的議題，以分析不公平的權力關係，形成集體論述找到可以一起行動促進性別公平的方案，而這個方案即是可實作於幼教現場的幼兒性別方案。同時運用階梯結構的學習途徑、真實生活的關懷倫理、重視邊緣的學習社群、傳遞實用的教學知識、彈性選擇的角色扮演、學生定位的批判思考、協助學生學習。在權威的建構上則以知識權威和專注權威，增進師生間的教學互動。
在學生學習理解上，是以實作的取向來增進學生的學習。促進學生學習理解的要素為與學生在生活中建立正面的互動關係、帶領學生創造共同意識覺醒經驗、由實作經驗中增進性別敏覺力與透過書寫去除性別歧視。
研究最後書寫我欲進行可以促進教學情境中性別公平的行動，希望能有更多的研究者投入幼兒性別教育的研究，讓此領域的相關論述能夠更豐富與多元。
This was a six-year-long and individual action research study. The purposes of this study were :1) To construct curriculum content on “gender equity education in early childhood” at a preschool teacher education program; 2) To explore teaching praxis in feminist pedagogies; and 3) To understand students learning process of “gender equity education in early childhood” at the program. Regarding feminist pedagogies as the theoretical foundation, and from the positionality of mine, I discoursed and reflected the praxis process on “gender equity education in early childhood” at the program.
There were three kinds of research approaches adopted in this study: The first and main approach is an action research. I went through 8 small-scale action researches among this study. I recorded my reflective process on the reflecting notes named “Flying from sorties”. By this approach, I completed two research purposes: the construction of the curriculum content and the exploration of the teaching praxis in feminist pedagogies.
The second research approach was the focus group interview. I had 20 students participating in this focus group interview. By the focus research, I found out what kinds of elements could promote the understanding of students’ learning process. The third research approach was a content analytic approach. I analyzed students’ homework to explore what kind of curriculum objectives on “gender equity education in early childhood” had been valued or ignored.
The results of this research were as follows:
In constructing curriculum context, I worked out a balanced curriculum content from the need of mine and my students. In primary curriculum, I considered satisfying the need of student. In advanced curriculum, I added the need of mine. Then, I classified five levels to explain the results of curriculum context.
In ideal curriculum, there were four models: the ecological theme-networked model, the gender multiple-ability model, anti-bias model and together-equaled model. In formal curriculum, there were six objectives at the preschool children level. They were positive self-identification, protection of private parts, acceptation of the difference of gender, development of the gender multiple ability, promotion of gender justice action and cooperation with each other.
In perceived curriculum, “Gender equity curriculum in early childhood” at a preschool teacher program (implemented on students) was divided into three aspects. They were basic conception, gender consciousness, and curriculum teaching. In operational curriculum, at the primary phase, there were three objectives, namely, to cultivate self positive identification, to protect oneself’s private parts, to accept the difference of gender. There were other three objectives at the advanced phase, namely, to develop the gender multiple ability, to promote gender justice action and to cooperate with each other. In experiential curriculum, the students were require to choose a theme from the limited choices which I set down, and to connect the aspect of gender consciousness with curriculum teaching.
In teaching praxis, the main ethics was caring. In raising gender consciousness, I chose the topic which the students concerned, analyzed the injustice power relation, and then formed the public discourse and action in the field of early childhood. I used six methods to help student learn well. They were the access of ladder, the caring of life, the community of boundary, the practical transmission, the elastic performance and the critical thinking from students’ positionality. By the authority of knowledge and caring, I promoted a close relationship with students.
In understanding students’ learning process, I used practical orientation to promote students’ learning. There were four key elements to improve the process of students’ learning. 1) I had to establish positive relationship with students in daily life. 2) I led students to raise gender conscious experience collaboratively. 3) I promoted students’ gender sensitive ability from practical operation. 4) I removed the gender bias by asking students to write down their own action research process.
Finally, through writing, I wanted to promote the gender justice action in teaching context. I hoped that more researchers join to study on gender equity curriculum at preschool education and, thus, the relevant discourses of this field be more abundant and pluralistic.
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