Research Paper on Gender Stereotype Improvement of Sixth-Grade Elementary Students through Picture Book Teaching

• Main Authors: YANG JANG-FENG, 楊振豐
• Other Authors: William D. LI
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/67454962941941796583

碩士 === 國立花蓮師範學院 === 社會科教學碩士班 === 94 === Research Paper on Gender Stereotype Improvement of Sixth-Grade Elementary Students through Picture Book Teaching Abstract The purpose of this paper is to discuss gender stereotype improvement of sixth-grade elementary students through picture book teaching. First of all, we introduce the current gender stereotype condition of sixth-grade elementary students. Then, we discuss different gender stereotype of sixth-grade elementary students with different backgrounds. After that, we conduct picture book teaching research and see the instant effect and delay effect of picture book teaching on gender stereotype of sixth0grade elementary students. This research adopts quasi-experiment research methodology and the valid positive samples of three classes of sixth-grade students in Chang Hua Zhong Chen elementary school, total numbers is 99 students. The voluntary survey questionnaire used to gather data for this paper was entitled “Gender Stereotype of Children Measurement Survey”. Statistical software SPSS was used to input the data of sixth-grade elementary students with different backgrounds for this research, and processed by descriptive statistic analysis, t-test, single factor variation analysis. Next, this paper used quasi-experiment research method to experiment picture book teaching with three classes. In this research, three classes used as valid positive samples: two of them were experiment set, and another one was control set. Here, the picture book teaching group had been conducted 12 times picture book teaching experiments, and each experiment was 80 minutes; meanwhile, the picture book reading group had conducted12-week experiments, during the experiments period, the students read a book once a week and watched projected picture books in a regular schedule; the Control group had not been conducted any experiments. Following, all these three groups had been processed a post-examination and a delay testing by using “Gender Stereotype of Children Measurement Survey”. The gathered data was processed by single factor variation analysis. Moreover, in this paper we analyzed the efficiency of picture book teaching based on students’ book report, story questioning survey, picture book teaching self evaluation form and teacher feedback survey. In addition, we sorted six groups to conduct interview after delay test – high-performing and high-level gender stereotype, high-performing and mid-level gender stereotype, high-performing and low-level gender stereotype, under-performing and high-level gender stereotype, under-performing and mid-level gender stereotype, under-performing and low-level gender stereotype-. We selected 2 students in each group for interview by using our voluntary survey questionnaire “Children gender stereotype questionnaire”, total number is 12. The results of this research were presented as follows: 1. Sixth-grade element students have higher gender stereotype. 2. The gender stereotype of sixth grade elementary students has remarkable discrepancy due to different gender. 3. The gender stereotype of sixth grade elementary students does not influenced by different family backgrounds, habitat, numbers of family member, and social and economical status. 4. Using picture book teaching has instant improvement on the gender stereotype of sixth-grade element students. 5. Using picture book teaching has delay effect on the gender stereotype of sixth-grade element students. 6. From the feedback information, we learn that picture book teaching can reform students’ gender stereotype. 7. Based on students’ interviews, we learn that overall the gender stereotype of high-performing group has better improvement than that of under-performing group. Key words: elementary student, picture book teaching, gender stereotype, single factor variation analysis