| Summary: | 碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 97 === The Gender equity education act was promulgated by the government at 2004. Not only was it a turning point for the development of sex equality education, the long-term and overall goal of sex equality education had also been set. The implementation of sex equality education now has its legal backbone but to realize this legal policy, one has to first understand its essence and connotation. Therefore, the transition from legal policy to on-site concrete implementation still requires the active planning and enforcement of schools and teachers alike.
Due to this cause, this research focuses on teachers’ in-depth cognition of gender equity education act and their consciousness of its implementation in schools in the hopes of achieving the following purpose:
A. Understanding the elementary and middle school
teachers’ in-depth cognition towards the gender equity
education act in Kinmen County.
B. Understanding the elementary and middle school
teachers’ consciousness of the implementation towards
the gender equity education act in Kinmen County.
C. Exploring the relevance between elementary and middle
school teachers’ in-depth cognition and the
consciousness of the implementation towards the gender
equity education act in Kinmen County.
D. Making suggestions towards the implementation of gender
equity education act in elementary and middle schools.
This discourse concludes and coordinates materials of sex equality education development. First, it strives to understand the concept of sex equality education then to discuss its relevant theories about sex equality education promoted by feminism along with the introspection of multi-intelligence educational theory as to analyze and comprehend sex equality education. Then, it aims to analyze and assess the process of making the gender equity education act and to illustrate and retrospect it as a whole. Last aspect is to survey the implementation of gender equity education act in Kinmen County area’s elementary and middle schools by conducting and analyze a questionnaire focusing on the four dimension of “the administrational organization and function”, “resource and teaching of learning environment”, “the dealing and prevention of campus sexual incident”, and “campus cultural environment and community development.”
The conclusions of this discourse are as follow:
A. Elementary and middle school teachers’ in-depth
cognition and consciousness of its implementation
towards the gender equity education act in Kinmen County
range from “fare” to “understood” or “understood”
to “conformed”.
B. Elementary and middle school teachers’ in-depth
cognition and consciousness of its implementation
towards the gender equity education act in Kinmen County
vary widely due to the factors of teachers’ educational
background and personal background.,
C. There are positive relevance between the in-depth
cognition and consciousness of the implementation
towards the gender equity education act in Kinmen County.
I hope to make concrete suggestions toward the implementation of gender equity education act in elementary and middle schools in the future base on the conclusions of this discourse and to provide the possibility of development for the up-coming researchers.
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