本文主旨在分析性別教育機會均等的理念，檢討我國性別教育機會均等的實況， 並據以建構兩性平權教育以求實踐。首先，釐清性別的社會學概念，並追溯性別教育機會 不均等的源由。其次，論述教育機會均等的真諦，據以檢視我國性別教育機會的實際情況 ，分別依入學機會、結果及教育歷程逐予評析，探討性別教育機會不均等的原因與癥結。 最後，建構兩性平權教育並提出如何促進兩性教育機會均等作結。 　　「性別」教育機會均等的性別是一種社會建構，也是一種文化專斷，在社會結構中影 響教育的機會。性別的教育機會均等應由入學機會、教育的結果，尤須由教育歷程來檢視 。我國性別教育機會均等，由入學機會來分析，數量上比較，大體上男女已經相當地接近 ，惟由就讀科系的性別結構組成，則仍存有相當大的差距與明顯的階層化。從教育歷程來 檢視，無論家庭教育、社會教育與學校教育均可發現有許多不平等的事實與問題。因此， 兩性平權的教育必須能發揮：（一）發展的功能；（二）統整的功能；（三）平等的功能 。實踐兩性平權的學校教育則應把握下列要略：第一、設計兩性平權的課程；第二、慎選 教科書，活用教科書；第三、創新有效的教學方法與策略，增進兩性間的良性互動；第四 、利用學校的社會化，健全性別角色的發展；第五、建立推行兩性平權教育的機制；第六 、形成兩性平權的文化環境。

　　　　　This paper was aimed to conceptualize "gender" and "gender educational opportunity", to investigate the current status of gender educational opportunity, and to formulate a sex equity education for implementation. Firstly, assuming "sex" as a biological concept, while "gender" as a sociological construct. Gender construct was originally formulated in the agricultural society with a firm ground of functional appropriateness. As society evolved along as economic activity progressed, gender construct did not change accordingly and still stayed in its original point, thus causes a "cultural lag" and results in an inequality of education biased against the female. Secondarily, with formulation on educational opportunity equality as the criteria against which population composition by sex in different school levels was examined carefully. Since education expansion has been proceeding so fast over past half century that gender inequality to access to schools in the primary level and the secondary level is not a question of concern. Even in the third level, gender inequality in quantity is much diminished and doesn't post as a serious problem at all. However, gender segregation and stratification nevertheless remains there in the disproportional distribution by sex in areas of technological engineering, and medical science, etc. also at the master and doctorate programs which lead to higher-paid jobs. 　　Further, this problem of sex segregation and stratification never occurs in chance, rather it is a consequence of the educational process including socialization in the family, as well as in society at large, especially in the schooling. During which the female receives less attention, less encouragement, less reinforcement, less reward, and less resource. Based on this study, for realizing the female's potentiality actualization, it is concluded and recommended that during the schooling process:(1) to reconstruct curriculum and textbooks with elimination of the gender-biased knowledge and content; (2) to reform the promotion system for desegregating gender discrimination; (3) to improve teaching methods and strategies to facilitate constructive M-F interactions; (4) to manage well the school and the class as a social system for sex socialization appropriately and effectively which benefits both the female and the male; (5) to establish a system for enforcing gender-equity education policy; (6) to create a cultural milieu to support gender equity education.