An Action Research of Integrated Curriculum and Instruction on Demystifying Gender Stereotype

• Main Authors: Yu-Ching Kuo, 郭玉菁
• Other Authors: Huey-Fang Ju
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41696303055968056701

碩士 === 淡江大學 === 課程與教學研究所碩士班 === 98 === Gender stereotype is an important theme of gender equity education. It exits in our daily life but easy to ignore. Because it is hard to change, even we know it is important, we will be used to this situation. Under the present circumstances of multiculture education, we should reduce the gender stereotype. Within the impact of multiculture, people have more opportunities to approach it. If people still keep gender stereotype, it will limit possible future development. Especially, gender stereotype will cause conflict, repellence and discrimination. The purpose of this study is to understand the gender stereotype of elementary third graders, through the desinged and implemented integrated curriculum. This action research finds the following results: 1. The theme-based curriculum integration can improve the social issues immersed into various learning areas of elementary curriculum. 2. With many instructional strategies and teaching materials, the designed integrated curriculum can reach the goal to reduce the gender stereotype. 3. Students show learning outcomes of integrated curriculum by verbalism, action and implementation processes. 4. Teachers should integrate students’ life experience and teaching materials to improve students'' linking between cognition and action. 5. Action research can promote teachers to review teaching materials, self-reflection, and increase teachers’ professional growth. In order to reduce the gender stereotype, we suggest educational institutions to establish audio-visual databases, and to assist teachers designing theme-based curriculum integration.