Research on Teaching Gender Equality Concepts with Picture Books--Take Example for 2nd Students in Elementary School

• Main Authors: Lu Ming-Chuan, 呂明娟
• Other Authors: Chen Kuo-Yen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/85722214547305319784

碩士 === 國立屏東教育大學 === 教育行政研究所 === 95 === Research on teaching gender equality concepts with picture books──take example for 2nd students in elementary school Abstract The purpose of this research is to explore how the application of picture books for teaching gender equality affects elementary students’ concepts and conducts on 3 crucial abilities including “self-understanding”, “self-other relationship” and “self-breakthrough” for both genders on the significant agenda of “gender equality education” during the nine-year compulsory curricular. Based on the results of teaching with picture books, the researcher also suggests some designing principles for teaching gender equality by picture books. This action research is engaged by two stages. In order to experimentally teach 32 students of 2nd grad in certain Pingtung elementary school for eight weeks, the author has picked up some picture books such as “The Red Rooster”, “William's Doll”, “Whether Sachi has penis or not”, “Uncle Wolf”, “Piggy Book” and those compiled and distributed to every elementary by the Ministry of Education, such as “Unite II: Little Sister Bao’s hip”, “Unite IV: never mind it’s big or small”, “Unite VI: boy and girl make a good match” of “Gender Equality Education Storybooks for Junior Graders─Stories of Little Sister Bao and Hsiao-Ming”. Then the researcher used pretest and posttest, observations, interviews as major research methods and supplemented with hint records, learning sheets, feedbacks sheets of elementary students after 2-stage teaching as well as the parents’ opinions to collect and analyze data. According to the results of data analysis and the author’s reflection on such kind of teaching, the primary findings are as follows: 1. The picture books have positive influence on improving the junior’s concept and conduct on “self-understanding for both genders”. 2. The picture books also have positive influence on improving the junior’s concept and conduct on “self-other relationship for both genders”. 3. The picture books have positive influence on improving the junior’s concept and conduct on “self-breakthrough for both genders”. 4. While designing and implementing the educative activities on gender equality with picture books, it’s better to choose picture books, design teaching activities and comply with the principles of teaching. In the end, the researcher offered some relevant discussions and suggestions based on the alleged findings, hoping it would be good reference for those who want to lay out, design or explore the curricula of gender equality education for the juniors in the future. Keywords: Picture Book, Gender Equity Education