The study of competence indicators in gender equity education integrate with textbooks of social science field in elementary school textbooks.
| Autor: | Shin-Dan Chang, 張馨丹 |
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| Rok vydání: | 2010 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 98 This study focuses on the status of the gender equity education subjects in 48 current social studies education textbooks used in elementary school of the nine-year integrated curriculum. The researchers employed content analysis of corresponding contents on gender equity education in social studies education textbooks approved by the Ministry of Education. The competence indicators in the gender equity education subjects of the nine-year integrated curriculum served as the analyzed classifications. The study attended to the corresponding distribution between the social studies education textbooks in elementary school and the competence indicators in the gender equity education subject; and probed textbooks content that incorporated the competence indicators with the essential gender equity education subject content. The findings revealed that the crucial abilities distribution of the gender equity education content in each of the three different companys’ textbooks were proportionally first “self-understanding for genders”（47.3％）, the second was “self-breakthrough for genders”（27.1％）, while “self-other relationship for genders”（25.7％） was the least mentioned ones. The findings revealed that the crucial abilities distribution of the gender equity education content in each of the three different companys’ textbooks were proportionally first “self-other relationship for genders”, the second was “self-understanding for genders”, while “self-breakthrough for genders” was the least mentioned ones. The gender equity education of three text editions ranged from a high of 10.4% to a low of 6.6%. The distribution of gender equity education in textbooks was of the highest proportion a three grade level text. Further analysis suggests that gender equity education is not incorporated over an entire academic year or during the two semesters of instruction. These findings raise concerns regarding retention of knowledge, attitudes and behaviors. Of greater importance, the review of the 52 competence indicators in the gender equity education, there are 31competence indicators which were not incorporated in three text editions. The results suggest consideration of whether gender equity education should be incorporated in all social studies education textbooks; as some competence indicators are not suitable for incorporated in social studies education field, but are more suitable for other school subjects. Finally, based upon our reference survey and research results, we propose several suggestions to related educational institutes, publishers, and researchers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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