Research on applications of the case-method teaching on sex education

• Main Authors: Tseng Min Hui, 曾敏慧
• Other Authors: Shu-lun,Chang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/98407297473809209138

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 98 === Stereotypes of gender roles from traditional societies still exist nowadays, and such misconceptions can be corrected through the channel of proper education. Since the execution of “citizen& society course ,” there has been little relevant research done on high school courses regarding sexuality. The author’s experience of teaching in an environment with mostly male students has shown evidence that students with feminine characters tend to be treated differently or given inappropriate nicknames. Using case-method teaching during citizen& society class, the author combines important concepts from sex education with regular course work in an effort to correct students’ misconceptions related to stereotypes of gender roles. The adopted case-method teaching includes two cases specifically. One case provided by Professor Doong discusses the problems involved in an incident of sexual violence happened to a junior high school student 葉永鋕. The other case is done through the viewing of the movie “A Beautiful Boxer” and discussions of several movie clips relating to gender roles. The facilitated in class activities provide insightful information to the research topic. Surveys requesting feedbacks are given to students. By analyzing the survey results, one can conclude the following ： 1. The case-method teaching combined with courses on sex equality changes students’ views on gender role attitude. 2. The case-method teaching combined with courses on sex equality changes students’ views on gender diversity. 3. The case-method teaching combined with courses on sex equalit improves the students’ stereotypes of gender roles. The effectiveness of the case-method teaching is summarized as follows: 1. The case-method teaching motivates students’ learning more effectively than traditional teaching method. 2. Through case-method teaching, students can relate to the important concepts of the course work more easily. 3. Case-method teaching develops students’ team work abilities and improves interactions among them. Given the results, the author recommends the following: 1. For those who are interested in trying case-method teaching – （1） Course Execution Preview of the case: Instructors should allow students sufficient time to read the case to be discussed beforehand so the students are better prepared to participate in class. Facilitated class discussions: Instructors should facilitate and encourage students to voice and share their opinions. Self-confidence and enhanced learning can be obtained through class participation. （2） Course Design and Planning The design of the cases should depend on the levels of the students. Multimedia/Technology: Have assigned personnel handle editing or related tasks that are unfamiliar to the instructor so that the class can be conducted more efficiently. Location & Time: Sufficient and appropriate resources should be reserved ahead of time. 2. For future research （1） Target students: Further research can be done on high school students. Investigating how students’ behaviors evolve with age could provide valuable information. （2） Course Planning: Pre-planning is necessary for successful course execution. （3） Contents of the cases: Other than gender roles, topics related to sex that are of interest but are not currently covered in the curriculum can be studied further. Students’ in class learning experience can both add to and benefit from research.