本文針對中小學教師性別課程設計與教學實踐的成果進行反思，研究發現，教師性別意識會影響性別課程，且與教學資源關係密切。具性別意識的教師是有效教導性別課程的關鍵，相對地，以套入而非融入方式橫向移植課程或進行政策宣導，則是缺乏性別意識的教師最簡易而安全的作法，而且，類似課程易窄化性別教育，或造成師生對性別教育的刻板印象。具性別意識的教師可以主動創造並連結教學資源；缺乏性別意識的教師恐因無法掌握性別教育的目標，而導致依賴外部資源，且無法敏覺其教學過程與結果對性別教育造成的反挫。此外，即使是具性別意識的教師，也難以對抗既存體制的資源偏見，比如求療癒心態和升學主義。

In this paper, we study elementary and secondary school teachers' gender curriculum design and teaching practice. It was found that teachers' gender consciousness not only affects gender curricula, but is also closely related to teaching resources. Teachers with gender consciousness play a key role in effectively carrying out a gender curriculum. On the other hand, teachers without gender consciousness find it easy and safe to conduct a gender curriculum by simply copying a similar curriculum or promoting gender policies in disregard of specific conditions in their own classrooms. These half-baked gender curricula may narrow down gender education and/or generate stereotypes. Teachers with gender consciousness can take the initiative to create a gender curriculum from nothing, and make good use of the teaching resources to fulfill their curriculum. Teachers lacking gender consciousness may lose sight of the true purpose of gender equality education. They rely too much on external resources, unaware of the negative effect of their teaching process on gender education. Even teachers with gender consciousness find it hard to combat bias within resources under the existing system, such as the healing-seeking mindset, and the pressure resulting from exam-oriented educational agenda.