臺灣技職校院通識教育之教學與挑戰－－以性別課程為例

Instructions and Challenges of General Education at Vocational and Technical Institutions in Taiwan-A Focus on Gender Courses

本研究在瞭解臺灣技職校院通識教育性別課程之教學現況及所面臨的挑戰，針對開課教師進行問卷調查，有78位教師回覆。結果發現，技職校院通識教育性別課程的教師其開課動機以教師自己的興趣與學生的需求為最強，並不特別強調婦運理論的建構。男性教師開課動機偏向外在因素，女性教師則偏向內在因素。技術學院教師比科技大學教師更容易基於上級單位的要求而開課；兼任教師比專任教師較不會為了建立婦運理論而開課。教師們認為最重要的教學目標是培養性別平權意識，而且女性教師對此的認同度比男性教師為高；非通識教育中心編制內的教師比隸屬於通識教育中心的教師較會把防範日後因性別而產生的偏見或侵害當作教學目標。教師最常使用的教材是報章雜誌及日常生活教材。課程的教學以教師自己講授為主，由校內或校外教師合作授課的情形算是少數。授課教師無不使出渾身解數使得課堂教學活動多樣化，包括影片賞析、口頭報告、分組討論等，以提升學生學習興趣與效果。教師在教學上碰到的最大的問題與困難是（1）學生的學習態度不佳，（2）學生的能力與經驗不足，（3）學生的性別觀念根深蒂固，（4）大班制教學很難進行小組討論，（5）影片及教科書等教材取得不易。教師最希望得自學校或教育部的教學資源是提供書面及影片資料。文中對研究結果有深入探討，並根據結論提出建議。

The purpose of this study is to understand the current situations and challenges faced by faculty members teaching general education gender courses at vocational and technical institutions in order to improve instructional effectiveness. A total of 78 faculty members returned the completed questionnaires. Research results reveal that the motivators for offering gender courses are primarily due to instructors' interests and students' needs. Male instructors offer courses due to extrinsic motivators, while their female counterparts do so owing to intrinsic ones. Vocational colleges are significantly more inclined to offer courses due to demand from their supervisors, compared to technical universities. Part-time instructors pay significantly less attention to theorizing about women's movements than full-time instructors. The most acknowledged instructional objective is developing a sense of egalitarianism, and female professors identify with this objective more highly than do male faculty members. Those who are not housed by the General Education Center are more concerned about making the prevention of sexual bias and assault in the future as an instructional objective, compared to those who are housed by the Center. The most commonly adopted instructional materials for the courses are articles from newspapers and magazines. Lectures are mainly delivered by the instructors, and co-instruction with other faculty members from within or outside the institutions is very rare. Professors employ multi-methods of instruction to enhance students' learning, such as movie shows, oral presentations, group discussions, etc. The difficulties and obstacles for instruction faced by faculty are: (1) students' negative learning attitudes, (2) students' insufficient experience and ability, (3) students' deep-rooted sexual stereotypes, (4) difficulties in using group discussion due to a large class size, and (5) insufficient instructional materials, such as films, textbooks, etc. The instructors hope that the institutions or the Ministry of Education can provide teaching resources such as films and textbooks. This research offers a thorough discussion on how and why the differences are significant. Suggestions are proposed based on the conclusions herein.