The Exploration of Integrated the Gender Equity Issue into Instructional Eesign for Young Children W.docVIP

The Exploration of Integrated the Gender Equity Issue into Instructional Eesign for Young Children: With the Pre-Service Early Childhood Teachers as an Example Ru-Si Chen* Abstract This study focused on pre-service early childhood teachers integrated gender equity issue into instructional designs and practices for young children, based of the information about teacher-student interactions and qualification data of research in academy to clarify, analyze, discovery, and consider students consciousness about the issue of gender equity. According to the representation of research results, the instructional activities designed by students responded the meanings of gender equity and the integrated into instructional practices on the dimensions of theory, development, and practical reflection, but there were more distances between their instructional practices and ideal gender equity framework. Their practices lacked the self-consciousness and empowerment for young children to understand and construct their gender equity consciousness, and dominated by traditional gender culture. It also was short of high level thinking and examining gender praxis for young children. The research focused on the reflections and constructions about the practices in classrooms, to consider the empowerment and enlightenment of gender equity for young children to enrich the development discourse about this issue. Keywords: Pre-service early childhood teachers, Gender equity, Young children, Instructional design 性別平等議題融入幼兒教學活動設計之探究：以幼兒職前教師為例陳 儒 晰* 本研究聚焦於幼兒職前教師性別平等議題幼兒教學活動設計與實踐，以研究者於學院授課的師生互動與課堂質性資料來進行研究，澄清、分析、發現與思考學生對於性別平等議題之意識覺醒，認知與試此教學活動設計融入作為。就研究結果呈現而言，學生設計的教學活動，在性別平等意涵之立論、教學活動發展方向，以及試教省思等內涵，雖能契合性別平等意識與性別平等融入教學之立論依據；但對於性別平等議題融入幼兒學習活動之建構與實踐，仍與性別平等理想有一段不小的距離，且缺乏覺醒與彰顯幼兒對於性別平等意識之認知受限於傳統性別文化的影響與制約，鮮少針對幼兒施以高層次的性別批判與省思之實踐。 關鍵詞：幼兒職前教師、性別平等、幼兒、教學活動設計 壹、前言 以女性為主要教保工作組成之幼教場域，如何建構與創造一個幼兒得以自由且不受傳統性別意識型態左右之情境，公平且性別中立地啟蒙與交會其性別平等意識，此議題深深吸引研究者的關注。以研究者於幼教現場觀察而言，園所對於幼兒性別角色與定位之習得，大多受到幼兒發展與學習圖像之影響，較偏重於幼兒良好生活習