| Summary: | 碩士 === 國立高雄師範大學 === 性別教育研究所 === 91 === The Leaping Life─
The Action Research in the 4th Grade of Primary School for Sexual Abuse Preventive Curriculum Implementation.
Abstract
This collaborative action research was conducted by a study group composed of one researcher and three collaborative teachers. We compiled 6 teaching units for the sexual abuse preventive curriculum and carried out a study on curriculum implementation. The purpose of this study was to probe into the contents and implementing policies of the sexual abuse preventive curriculum for the 4th grade students of primary schools, discover the difficulties and problems that teachers might have and find out solutions of those problems.
In this study, the curriculum was complied according to the sexual abuse preventive curriculum requirements stipulated in Article 8 of the Sexual Abuse Preventive Law, sexual issues outlined in the interim procedures for 6-15 curriculum syllabus educational scheme, and aptitude index related to sexual abuse prevention. The 10 steps curriculum planning process model designed by Zenger and Zenger was adopted for compilation of the 6 teaching units of the sexual abuse preventive curriculum, and it was implemented in two classes of the 4th grade in Chun Chun Primary School. In addition to the video and audio information and students’ activity lists collected from classrooms, group discussions and interviews of teachers and students after class were also the sources of this study. All firsthand information was inducted and analyzed qualitatively in order to develop a more delicate sexual abuse preventive curriculum for the reference of teachers who are teaching the 4th grade in primary schools.
This study worked out 4 themes from the interaction between teachers and students: “sexual stereotype”, “physical boundary and body autonomy”, “sexual abuse preventive skills and crisis management”, and “students’ reactions to ‘incest’ curriculum” and presented 8 items for the sexual abuse preventive curriculum. In the process of the study, the students’ responses to the curriculum indicated that parts of the students had the phenomenon of cognitive dissonance in their first contact with the sexual abuse preventive curriculum. They also have myth in the aspects of sexual stereotype and sexual abuse. Therefore, with respect to the curriculum implementation, those teachers investigated into factors that influenced the students’ likes and dislikes from students’ response to the curriculum and provided the results of the investigation to the study group for modification of the curriculum and its implementing policies.
Moreover, the study group found that the 4 items, “confusion of administrative demands”, “selection of implementing methods”, “criterion for self-protection”, and “impact of incest curriculum on teaching”, might bring difficulties to teachers in their implementation of the sexual abuse preventive curriculum. Hence, the study group tried to study and develop any possible methods to make a breakthrough through group discussion. In the study process lasting for several months, the researcher and the teachers began to love the collaborative action research and further affirmed their professional ability in the implementation of sexual abuse preventive curriculum.
Keywords: Sexual abuse preventive curriculum
Curriculum implementation
Collaborative action research
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