繪本之力－青少年性別意識自我覺察之探究

• Main Author: 黃心儀
• Other Authors: 趙淑珠
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/19813172395914906171

碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 99 === Abstract The purpose of this study is to explore teenagers’ reading experience and gender awareness by using gender-equality themed picture books. Two picture book reading clubs were held, each for six sessions. Before and after every session, the readers will be interviewed individually once. They were also asked to fill out a feedback sheet after every session. Based on the Grounded Theory Method, the concept of open-coding was adopted. The study was divided into two parts: picture book reading experience and gender awareness by analyzing all the data collected through the teenagers’ reading of twelve picture books. The findings were as follows: A. Reading experience: According to the themes of the picture books, the study results were listed below. To the picture books with the theme of (1) “gender roles and gender qualities”, the readers’ responses included reflection, empathy, and expectations; The readers associated the texts with their own experiences to fulfill the text meanings, achieving the internalized “aesthetic effects.” (2) “parental roles”, the responses included reflection, empathy and, awareness. (3) “multifaceted family”, the responses included empathy, attitude, learning, and self-revelation. (4) “emotional expressions”, the readers responded with reflection, self-control, and meaning-making. (5) “career planning”, the readers responded with insights, understanding, and meaning-making. B. The dimensional analysis of gender awareness: The preliminary dimensions of the gender awareness process of teenage readers included: (1) The analysis of readers’ psychological state (2) The possible factors that affect gender awareness (3) The mediation process of gender awareness (4) The practice of gender awareness (5) Concerns for special issues. C. Discussion over the effects on picture book choices and the reading club: (1) Analysis of the feedbacks on Picture book reading: the club members have progressed in cognition ability; exercised imagination, creating new stories; related to gender issues, appreciating the picture styles. (2) Analysis of the reading process in the reading clubs: interpersonal interactions were generated and reader-centered interpretations were developed. Finally, based on the study results, future educators are recommended to use picture books to raise teenagers’ gender awareness. The researcher’s insights are also shared below. A. Practical suggestions on raising teenagers’ gender awareness: (1) Use picture book reading clubs to enhance interpersonal interactions; (2) Help teenagers achieve self-integration. B. Suggestions on leading a teenager picture book reading club: (1) Take advantage of the leader’s insights and counseling skills. (2) Make good use of creative thinking activities. C. The researcher’s insights: (1) Appropriate self-revelation by the researcher herself was more of guidance than confinement. (2) The fact that the participants had background knowledge of professional design could promote their cognition on the picture books. (3) The participants showed more reflections on their own gender. The gender ratio should have been more balanced. (4) The researcher was also a reader, who had her own choices and interpretations of gender-themed picture books.