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題名：性別化的課程轉化：高中公民與社會科教師的性別議題教學
書刊名：當代教育研究季刊
作者：蘇苑瑜／劉美慧 引用關係
作者(外文)：Su, Yuan-yu／Liu, Mei-hui
出版日期：2015
卷期：23:3
頁次：頁1-37
主題關鍵詞：高中公民與社會科；性別議題；課程轉化；性別差異；Civics and society；Gender issues；Curriculum transformation；Gender differences
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:132
  • 點閱點閱:90
本研究旨在探討不同性別的高中公民與社會科教師如何進行教科書性別議題的課程轉化並分析其差異。本研究採個案研究法，邀請臺灣北部地區一所男女合校高中之公民與社會科男、女教師各一位，以其任教的一年級班級為研究場域，透過參與觀察、訪談與文件分析等方法蒐集資料。研究發現，教師對教科書性別議題的理解與詮釋因性別而異，其傾向以自身性別經驗詮釋性別議題。男教師認為教科書太偏女權，因此從性別不均衡的教科書另闢蹊徑，於教學時多闡述男性經驗與處境；女教師則大致贊同教科書內容，進而挖掘並批判教科書隱而不見的性別歧視。此外，男教師強調社會結構對性別的影響；女教師則從生理性別出發詮釋性別，這是一種性別化的課程轉化。然而，性別經驗的侷限使男、女教師的課程轉化忽略整體社會的性別建構意義、認為自身性別為父權社會下實質的受害者，教師的性別運作課程與教科書的正式課程仍有落差。
The purpose of this study was to analyze the gender differences between male and female Civics and Society teachers in their curriculum transformation of gender issues as presented by textbooks. The participants of this study were two Civics and Society teachers- one male and one female- as well as their students who were senior high school students in northern Taiwan. This study is a case study which utilized participant observations, interviews and document analysis to collect data. Results showed that the male teacher and the female teacher each had different interpretations of gender issues because of their different individual gender experiences. The male teacher believed that the textbook was biased towards women's rights. In response to this perceived bias he searched for and utilized different approaches that were not provided by the gender-imbalanced textbook. The female teacher agreed with most of the textbook supplied content and she attempted to uncover and criticize gender discrimination. The male teacher emphasized the influences social structure has on gender experience, while the female teacher interpreted gender issues from the perspective of biological sex. This is a kind of gendered curriculum transformation. In addition, both teachers neglected to focus on the social construction of gender meaning because of their limited gender experiences. There was also a gap between the teachers' implemented curriculum and the formal curriculum.
期刊論文
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3.施悅欣、陸偉明(20021100)。教師與學生之性別意識：以一個性別相關課程為場域。女學學誌，14，275-311。new window  延伸查詢new window
4.Johnson, M.(1989)。Embodied knowledge。Curriculum Inquiry，19(4)，361-377。  new window
5.洪久賢、殷童娟(2000)。性別平等教育融入高中家政教學之有效教學策略研究：以男生班教學為例。測驗與輔導，163，3416-3420。  延伸查詢new window
6.卯靜儒(2004)。理論化女性教師的性別意識與認同建構過程。通識教育季刊，11(1/2)，147-170。  延伸查詢new window
7.陳宜倩(2009)。如何讓學生開口說話？—在非法律系學生的「性別與法律」課程之女性主義教學方法與實踐。全國律師，13(5)，49-57。  延伸查詢new window
8.Barber, T.(2002)。A special duty of care: Exploring the narration and experience of teacher caring。British Journal of Sociology of Education，23(3)，383-395。  new window
9.Cavieres, E.(2014)。Teachers' experiences and teaching civic engagement beyond self-regarding individualism。Teaching and Teacher Education，42，1-10。  new window
10.Castell, S. D.(1990)。Teaching the textbook: Teacher/Text authority and the problem of interpretation。Linguistics and Education，2，75-90。  new window
11.Estola, E.、Elbaz, F.(2003)。Teaching bodies at work。Curriculum Studies，35(6)，697-719。  new window
12.Smith, C. R.(2000)。Notes from the field: Gender issues in the management curriculum: A survey of student experiences。Gender, Work & Organization，7，158-167。  new window
13.Apple, M.(1992)。The text and cultural politics。Educational Researcher，21(7)，4-11。  new window
14.Luke, A.(1989)。Open and Closed Texts : The Ideological/ Semantic Analysis of Textbook Narratives。Journal of pragmatics，13(1)，53-80。  new window
15.Paechter, C. F.(2006)。Reconceptualizing the gendered body: Learning and constructing masculinities and femininities in school。Gender and Education，18(2)，121-135。  new window
16.Remillard, J. T.(2000)。Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text。Elementary School Journal，100(4)，331-350。  new window
17.Gerson, Judith、Peiss, Kathy(1985)。Boundaries, Negotiation, Consciousness: Conceptualizing Gender Relations。Social Problems，32(4)，317-331。  new window
18.周淑卿(20080600)。豈是「一本」能了？--教科書概念的重建。教科書研究，1(1)，29-47。new window  延伸查詢new window
19.Brophy, Jere E.(1982)。How teachers influence what is taught and learned in classrooms。The Elementary School Journal，83(1)，1-13。  new window
20.畢恆達(20030300)。男性性別意識之形成。應用心理研究，17，51-84。new window  延伸查詢new window
21.劉惠琴(20020300)。助人專業與性別實踐。應用心理研究，13，45-72。new window  延伸查詢new window
22.楊雲龍、徐慶宏(20071200)。社會學習領域教師轉化教科書之研究。新竹教育大學教育學報，24(2)，1-25。new window  延伸查詢new window
23.謝小芩、王雅各(20000600)。經驗、發聲與性別政治--通識教育中的女性主義教學。通識教育，7(2/3)，47-76。  延伸查詢new window
24.李雪菱(20110600)。教師性別意識與教學困境--反思中小學教師的性別教育課程設計與教學實踐。女學學誌：婦女與性別研究，28，133-174。new window  延伸查詢new window
25.王儷靜(20040600)。師範學院兩性教育課程授課教師教學信念之探究。教育學刊，22，129-150。new window  延伸查詢new window
會議論文
1.劉美慧、鄭景澤、陳亮君(2011)。高中公民與社會課程轉化之議題分析--從理想課程到經驗課程之落差。高中課程改革：知識結構、教師詮釋與學生經驗研討會。臺北市：國立臺灣師範大學。  延伸查詢new window
學位論文
1.林昱貞(2001)。性別平等教育的實踐：兩位國中女教師的性別意識與實踐經驗(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Brown, M.、Edelson, D. C.(2003)。Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice?。Evanston, IL：The Center for Learning Technologies in Urban Schools。  new window
2.楊巧玲(2007)。學校中的性別政權：學生校園生活與教師工作文化之性別分析。臺北：高等教育。new window  延伸查詢new window
3.Phillips, Anne(1995)。The Politics of Presence。Oxford：Clarendon Press。  new window
4.莊明貞(2003)。性別與課程：理念、實踐。臺北：高等教育。  延伸查詢new window
5.Ben-Peretz, M.(1990)。The teacher-curriculum encounter: Freeing teachers from the tyranny of texts。State University of New York Press。  new window
6.Johnson, Allan G.、成令方、王秀雲、游美惠、邱大昕、吳嘉苓(2008)。性別打結：拆除父權違建。群學出版有限公司。  延伸查詢new window
7.Hooks, Bell、劉美慧(2009)。教學越界：教育即自由的實踐。學富文化事業有限公司。  延伸查詢new window
8.Hooks, Bell(1994)。Teaching to transgress: Education as practice of freedom。Routledge。  new window
圖書論文
1.Tetreault, M. K. T.(1993)。Classrooms for diversity: Rethinking curriculum and pedagogy。Multicultural education: Issues and perspectives。Needhan Heights, MA：Allyn and Bacon。  new window
2.謝小芩、游美惠(2004)。社會學習領域中之性別教育。社會學習領域之教學內涵與其示例。臺北市：師大書苑。  延伸查詢new window
3.Connelly, F. M.、Clandinin, D. J.(1997)。Narrative inquiry。Educational research, methodology and measurement: An international handbook。Tarrytown, NY：Pergamon Elsevier Science。  new window
4.Cortazzi, M.(2000)。Languages, cultures, and cultures of learning in the global classroom。Language in the global context: Implications for the language classroom。Singapore：SEAMEO Regional Language Centre。  new window
5.Elbaz, F.(2006)。Studying teachers' lives and experience: Narrative inquiry into K-12 teaching。Handbook of narrative inquiry: Mapping a methodology。Thousand Oaks, CA：Sage。  new window
6.Kelly, G. A.(2003)。A brief introduction to personal construct theory。International handbook of personal construct psychology。Chichester, UK：John Wiley & Sons。  new window
7.Snyder, J.、Bolin, F.、Zumwalt, K.(1992)。Curriculum implementation。Handbook of research on curriculum。Simon & Schuster Macmillan。  new window
 
 
 
 
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