大學社會工作課程的性別能力教學與學習

The Gender Competence about Teaching and Learning in the Undergraduate Course of Social Work Department

台灣社會工作教育裡的教學教法以及學習成效仍有許多面向值得展現。其中，「性別能力」（gender competence）如何透過社會工作專業教育來產生即為重要的一部份。本課程採用「議題引導教學取向」（Issue-based learning approach）與「問題引導教學模式」（problem-based learning model, PBL），進而創造新的學習環境，以了解生活中的性別不平等為何存在，並增進學生對於多樣性的自我反思。以「性別」為主題的情境學習，不但協助師生挑戰性別刻板與歧視，促使師生更深一層思考並重新檢視我們所處的社會環境裡對於「性別」的假設。課程的設計更引發學生對於性別認同、性傾向以及權利概念所產生的多樣性進行不同的想像。同時，隨著課程與教學設計之改變，學生在性別覺察、性別敏感度以及性別知識上的文化能力有明顯的提升。因此，情境教學所產生的學習動力改變以及學習成效實可成為未來社工教育裡的另一種教學示範。

Many aspects of teaching and learning in social work education remain under-researched and knowledge of how social work students develop professional competence on gender remains limited. A course adopted a two-fold approach, namely an issue-based approach and problem-based learning model, to create an understanding of existing gender inequality and encourage self-reflection on diversity.Teaching about gender gives teachers and students the chance to challenge gender stereotypes, discrimination and oppression, and to reflect on their presumptions about gender roles and their personal experiences. Students are challenged to think about diversity concerns in society regarding gender identity, sexual orientation and rights. In addition, students develop cultural competence in terms of gender awareness, gender sensitivity and gender knowledge. Concrete suggestions include the use of situational teaching to promote students’ learning motivation and to change the group dynamics in class.