高級中等學校性別評等教育能力指標之建構

Constructing the Competence Indicators of Gender Equity Education in the Upper Secondary Schools

《性別平等教育法》第十七條規範「高級中等學校及專科學校五年制前三年應將性別平等教育融入課程」，然因高級中等學校課程綱要未含納性別平等教育能力指標，致使學校在課程實施時，欠缺引領之依據，此嚴重影響該法之落實。有鑒於此，本研究建基於國民中小學性別平等教育（原稱兩性教育）議題課程綱要，透過多元方法，汲取學術理論與研究，以及本土教學實踐經驗，建構一套具延續性、深化性與階段性之高級中等學校性別平等教育能力指標。能力指標之建構採用主題軸－主要概念－次要概念－能力指標等四層次之架構，總共包含三個主題軸、15項主要概念、38項次要概念、以及69個能力指標。期冀此以性別為焦點，兼顧族群與階級面向之能力指標，可作為高級中等學校實施性別平等教育之重要參據。

The Gender Education Equity Act states that gender equity education should be integrated into the curriculum of high schools. However, the Act has not been entirely implemented as no competence indicators of gender equity are included in the Curriculum Framework of the upper secondary education. In order to offer schools a guide for gender education, this study constructed indicators of gender equity. Employing multiple methods, the authors derived the research findings from theories and studies, as well as local teaching practices. The indicators, connected with the Nine-Year Curriculum, had features of continuity, depth and stage specific. It is hoped that the indicators would be used as a reference for gender education in schools.