Research On The Teaching Effects Of Applying Different Teaching Strategies On The Gender Equity Education At The Elementary Level

• Main Author: 郭維哲
• Other Authors: 王以仁
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/93214628222195521048

碩士 === 國立嘉義大學 === 國民教育研究所 === 90 === Summary This study aims to discuss the effects of the understanding of the gender equity and attitude by applying different teaching strategies to the gender equity at the elementary level. The methodology adopted in this study includes two groups, with random sampling technique. Group 1 is conducted the experiment of “teaching strategy of the gender equity education while Group 2 is undergone the experiment of “general teaching strategy”. The material used in this research is based on the book “The Gender Equity Education for Senior Students at the Elementary Level”. There are a total of 32 participants in Group 1, with 16 boys and 16 girls. In Group 2, there are a total of 30 participants, with 15 boys and 15 girls. A total of 62 participants take part in this study. The measuring techniques are designed by the researcher, which are called “ Test on the knowledge of the gender equity” and “Measurement of attitudes towards the gender equity”. This study is conducted one 45-minute session every week, lasting 6 weeks. After 6 weeks, these two groups will be experimented again based on different variables given. After another 6 weeks, tracking test is carried out in order to examine the effects of the experiment. Finally, analyze the data gathered on the basis of two independent factors (group and sex), plus the result of “feedback on the teaching activity” as the reference for the evaluation of the teaching effects. The following are the main conclusions of this research after analyzing the findings of this study: 1. In terms of the knowledge of the gender equity education: Different teaching strategies have significant and immediate teaching effects in the test of “interaction between gender” at the elementary level. This has shown that the teaching strategy of the gender equity education does enhance the degree of acknowledging the “interaction between gender” at the elementary level. 2. In terms of attitudes towards the gender equity education: Different teaching strategies have instant and immediate teaching effects and tracking effects in the studies of “Attitudes towards the gender equity education”, “Attitudes towards the gender equity”, and “Attitudes towards the gender relationships”. This has demonstrated that the teaching strategies of the gender equity education enhance the degree of understanding in “Attitudes towards the gender equity education”, “Attitudes towards the gender equity”, and “Attitudes towards the gender relationships” at the elementary level. 3. In terms of feedback on the teaching activity: In terms of teaching activity design, the equal education between sex must pay attention to the arrangements of interesting activities, choices of appropriate learning locations, proper curriculum designs, and employment of suitable teaching staff. Besides, regarding learning activities, the focus should be also placed on appropriate learning contents and he design of learning units. Finally, classroom teaching must combine with life issues and emphasize the reflection and action of the equal concept between gender. At last, according to the conclusion of this research, the researcher proposes three suggestions of the gender equity education, which can be applied in the field of teaching, curriculum design and future research, for future reference. Key words: the gender equity education, teaching strategy, teaching effects