性別主流化融入學校課程的意義探究：三位國小校長的理解與實踐

本研究企望透過訪談國小校長，探索國小校長對於性別主流化政策的理解、在學校推動性別主流化的面向、困境，以及對推動性別主流化的意見，以剖析性別主流化融入學校課程意義。分析研究結果，提出的結論有：1.國小校長對於性別主流化課程在國小的實踐，發出缺乏落實條件的聲音。2.性別主流化和性別平等教育具有互相支援和融入的關係。建議有四：1.建立性別主流化在學校課程的合理性地位。2.整合學校教育性別主流化的層級與組織。3.設置國際連結的性別主流化教學創新網站。4.持續聆聽和回應在教育基層需求性別主流化的聲音。 The purpose of this study was to inquire the meaning of gender main-streaming inclusive curriculum into schools by interviewing three elementary school principals. The interviews included the understanding, praxis, difficulties and opinions of the policies of gender main-streaming from the interviewees. The conclusions were as follows: 1. The principals expressed that the school conditions were not suitable for the gender main-streaming curriculum to be included. 2. The relationship of the gender main-streaming and the gender equity education were mutual support and mutual inclusive. There are four suggestions of the research: 1. To establish the legitimacy of gender main-streaming curriculum in school. 2. To integrate the levels and organizations of gender main-streaming curriculum in schools. 3. To build the website of alterative instruction in gender main-streaming curriculum. 4. To listen and to respond the needs of gender main-streaming inclusive curriculum from local schools.