Implementing Gender Equality Education through Picture Storybook Teaching in Kindergarten – Taking a Mixed-age Class as an Example

• Main Authors: Hui-Mei Hung, 洪慧美
• Other Authors: Shu-Chin Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/14119124349772736976

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 99 === The purpose of this study is to explore the effects of gender equality education through the question-discussion activities of picture storybooks, and to analyze the difficulties encountered and strategies adopted by kindergarten teachers during the teaching process. This researcher examined a mixed-age kindergarten class in Nantou County, by conducting qualitative research method, coordinating with five major teaching strategies, collecting data through classroom observation and interviews, and using document analysis to generate the research results. The main findings of this study are as follows. 1.The teaching process of utilizing picture storybooks includes two stages: preparation before teaching and in-class teaching. Preparation before teaching consists of outlining lesson plan and arranging a language-corner. In-class teaching comprises provoking motivation, discussion, extension activities, and reflection. 2.It is found that the setup of the classroom rules at the beginning of a school year, multi-teaching strategies adoption and continuous lesson adjustment enhance young learners’ learning interests and teaching effectiveness. 3.The concept of the physical characteristics of different genders and the physical changes during the process of growing, the importance of household chore sharing and communication, and the recognition of gender role are also raised after the teaching. 4.The teacher’s concept and attitude toward gender equality education, the teaching methods and strategies, picture storybooks as the teaching medium, and the learners’ acceptance of the curriculum are found to affect the teaching effectiveness. The tactics adopted to resolve the difficulties are identified. 5.Through teaching of picture storybooks, this researcher improves her knowledge, lesson planning skills and implementing the curriculum in gender equality education. Young children’ oral expression, problem-solving skills and interests in reading picture storybooks are also obviously enhanced. This study provides kindergartens, teachers, parents of young children and future researchers with suggestions.