| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系碩士班 === 95 === This research is to explore the public and private preschool teachers’ understanding in children’s gender-role stereotypes degree and attitude of gender equity education implementation. First, to investigate current circumstance about the preschool teachers to gender-role stereotypes and implementation gender equity education. Next, to analyze the differences of preschool teachers from different backgrounds and school types to gender-role stereotypes and implementation gender equity education manner. Furthermore, understanding the preschool teachers’ difficulties and solving ways when carrying out the gender equity education. Finally, to propose the conclusions and suggestions for the teachers, schools, administrative organizations, and cultivating teachers programs as references when put gender equity education into practice.
To achieve this research goal, the researcher refers to Tsai-duan (2002) questionnaire and slightly makes the revision, and finally, to establish "the preschool teacher gender equality education implementation present situation questionnaire" as a tool. Taking public and private preschool teachers in Kaohsiung and Pingtong as population, and randomly chooses 105 schools as samples. The researcher sends out 609 questionnaires, and receives 461 effective ones (effective returns-ratio 75.69%). From the data received from questionnaires, the research uses percentage analysis, t test, and one-way ANOVA to process the differences of preschool teachers from different backgrounds and school types to gender-role stereotypes and implementation gender equity education manner. If the differences are significant, taking Scheffe’s method to execute afterwards comparison. Combined attained findings and open questionnaires to answer the preschool teachers’ difficulties and solving ways when carrying out the gender equity education. This research’s mainly findings are as follows:
1. The preschool teacher presents the pro and con two-pole to the gender-role stereotypes.
2. The preschool teachers are positive to the gender equity education implementation manner.
3. Being the preschool teachers of "director", "group leader" and "leads the group the teacher", their gender-role stereotypes are higher according to the baby in "the activity interest".
4. From the gender equality education implementation, preschools teachers of the different education level in "the curriculum teaching material", "the teachers and students interacts", "to participation organizes and takes advanced courses" and so on the stratification plane have significant differences. But being different positions’ preschool teachers, their "the approval degree", "the curriculum teaching material" two stratification planes have significant differences. Moreover, preschool teachers of different school types have significant differences in "the approval degree", "the curriculum teaching material", and "participation organizations and takes advanced courses".
5. Most preschool teachers (77%) agree to the implement of the gender equality education in kindergarten, but still few preschools teachers (23%) do not agree to implement the gender equality education.
6. The preschool teachers adopt three patterns of the thematic, life education, and the opportunity training, and use seven teaching activities, such as new report, picture book instruction, role play, physical health teaching, work assignment, participating activities, and the thinking clarification to implement gender equality education.
7. The preschool teachers encounter four difficulties in teachers, parents, babies and curriculum teaching materials when implement the gender equality education.
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