目前關於性別融入教學的文獻，多著重在性別與學科領域的轉化式課程，較少觸及融入一詞的意義與實務工作者對於融入概念的理解和實際作為。本研究旨在探究「融入」概念在性別融入教學中的意涵及運作方式，期能提昇對於性別議題在教學現場中的實施樣態與融入多元性之瞭解。研究發現：性別概念既融入課程亦融入教學；性別平等議題可被計畫性或隨機式地帶入教學現場；而教師對於性別社會建構觀點的瞭解，是性別平等教育的關鍵。轉化課程內涵中性別不平等的訊息、建構具性別平等概念的文本，是融入課程或計畫性融入的首要工作；檢視教學環境中以性別為基礎的不平等、實施具性別敏感度的班級經營，是融入教學或隨機式融入的核心。另有三個性別融入的議題亦於文中討論：性別教育實作的層次性概念、融入為教學策略或知識形構的區別，以及女性主義教育學和性別融入教學的關聯。

Gender equity education is one of the major issues in Taiwan’s educational reform movement. Plenty of discussions have been centered on how to integrate gender equity education with discipline-based instruction. Nevertheless, the concept and practice of the incorporation of gender perspectives into discipline-based instruction have not been thoroughly explored yet. The aim of this study is to understand how researchers and teachers conceptualize its meaning and practice. Teachers’ understanding of the construction of gender within historical, cultural and socio-economic contexts is essential for gender equity education. Examining gender discriminative content inherent in curricular texts and developing gender-sensitive teaching materials are the ways to integrate gender equity with curriculum development. To be aware of gender biases in the schooling work, to develop gender-inclusive teaching strategies, and to create gender-sensitive learning environments are the ways to bring gender equity into instruction. Three issues that may extend the current framework are discussed. First, the levels of implementation need to be distinguished, rather than considering gender equity practice as all-or-none. Second, it is argued that the incorporation of gender equity into curriculum and instruction is not only an issue of teaching, but also an issue of knowing. And third, feminist pedagogy may enrich the practice of gender equity education.