A Study on the Classroom Guidance Effects of Gender Education Project

• Main Authors: Li-yu Ho, 何麗玉
• Other Authors: Uming-Chiou Liu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/17207549099871657971

碩士 === 國立臺南大學 === 教育學系輔導教學碩士班 === 93 === The purpose of this research discussed the effects of education for sixth grade classroom guidance students’ gender attitude and gender interactive behavior. Researchers arranged genders guidance plans and implemented into the class which researchers taught.With the “Ouasi-experimental designs”, researchers analyzed the result of gender attitude and gender interactive behavior and then analyzed the statistical quantity to understand the efficiency of this research. Moreover, the main research information were from the process on acting plan, counseling plan, students’ opinions on heterosexual relationship, students’ interviews, students’ growth record , the record of video, and “reflection journal”. The research main goals were as followed: First, design a suitable gender education project classroom guidance on sixth grade students. Second, analyze the effect on the ender education project classroom guidance on sixth grade students’ gender attitude and gender interactive behavior. Third, discuss the transformation and effect on the sixth grade gender education project classroom guidance about gender attitude and gender interactive behavior. Fourth, discuss currently sixth grade students’ heterosexual relationship opinion and situation. Fifth, from the result of research and would be proposed the concrete suggestions and implemented the reference for future gender education project classroom guidance. According the result of the research, the conclusions were as followed: First, sixth grade students’ gender education project worked on the gender attitude. Second, sixth grade students’ gender education project worked on gender interactive behavior Third, the gender attitude and gender interactive behavior transformation and effects about sixth grade student’s gender education project were as followed: (1) Sexual physicality: Provided correct recognition and healthy and natural attitude to adolescent teens about their body and psychological change. (2) Gender role: From unaware gender role to self-aware gender role, teens would like to adjust, assert, and appreciate the quality of new generation. (3) Gender equality: Accepted and recognized gender equality in every field, job and without gender limitation. (4) Gender interactive: Both genders tried to cooperate and learn management of conflict, and promote the friendly interactive relationship. (5) Heterosexual relationship: Tried to plan self’s emotion development, understood value of love, learned to express emotion and face setback on love. (6) Social issue~ homosexual: To identify wrong impression and prejudice of homosexuality, and understood to respect homosexual lovers’ choice. (7) Social issue ~ sexual harassment and violation: Faced the harassment, sexual violation’s question, and rebuild self-protection and opinion of risky management. Fourth, the view of students’ heterosexual relationship and the development of situation. (1) The point and attitude of students’ heterosexual relationship tended to conservative and female students concerned love more than male students. (2) If students did not have heterosexual relationship experience, female students loved to share and express self-emotion more than male students. Above all, this research focused on three directions which were gender education popularization and implementation, elementary school senior students’ gender education guidance and future gender education and researchers would be proposed concrete suggestions.