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性別化的課程轉化:高中公民與社會科教師的性別議題教學

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圖 4    女教師對教科書性別議題之轉化差距  資料來源:研究者自行整理 去男性角度的課程,希望建構包含女性經驗的知識。圖 4 的 F 是女教師在 教科書性別議題之外帶入的女性經驗論述。女教師敏銳於教科書的性別議 題,對教科書呈現的女性經驗感同身受,並將自身女性經驗帶入,加強教 科書的性別論述。然而,因時間的考量,女教師的教學詮釋刪除了 E0, 即與教科書的性別議題 C 相比,少了對不同性別個體在歷史、文化、社會 脈絡下處境的討論。其教學詮釋偏單方面陳述女性日常生活經驗與困境, 甚少提及男性經驗與性別間的
圖 5    男教師對教科書性別議題之轉化差距  資料來源:研究者自行整理 在 Brophy 的理論中,教師會根據個人信念與學生需求刪除與增加部 分課程。在本研究中,教師對教科書的詮釋多為增加課程,未刪除課程。 此起因於教科書的文本權威,教師仍以教科書為本位進行教學,深怕遺漏 教科書的任一部分。因此課程結構改變不大,也少批判文本論述,此項發 現也回應到 Luke(1989)與 Cortazzi(2000)的文化批判觀點。教師對於 教科書資訊不足及與其理念相違之處,多以附加例子形式進一步說明。此 外,Brop

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