素養導向的性別平等教育：師資培育課程案例 Competency-Driven Education for Gender Equity: A Case Study of Teacher Education Program

Abstract

十二年國民基本教育定調核心素養為課程發展之主軸，「素養導向」教學是符應此目標的課程與教學取向，培養學生「帶得走的能力」。素養導向的性別平等教育如何可能？本文旨在闡述性別平等教育之素養導向課程與教學，以及師資培育課程的實作案例，希望能引發更多討論，豐厚性別平等教育的論述與實踐。 The 12-year Basic Education Curriculum Guidelines set the tone of core competency as the main axis of curriculum development. The concept of core competency emphasizes that learning should not be limited to the knowledge taught in school, but consider reallife scenarios and emphasize holistic development through action. Competency-driven instruction is the approach that complies with this version. Gender equity education is one of the issues that should be incorporated into the content of school courses. The purpose of gender equity education is to teach students to respect differences, thereby eradicating gender stereotypes, prejudice, and discrimination. It also aims to guide students to investigate related topics such as gender rights and benefits, to participate in social groups, to understand international trends, and to cultivate problem-solving competency. How is competency-driven gender equity education possible? This article aims to elaborate the competency-driven education for gender equity, followed by the discussion of the practice of teacher education program. The article also reflects on the politics of pedagogy in issue-focused education.

Keywords

• 性別平等教育
• 師資培育
• 素養導向
• 議題教育
• gender equity education
• teacher education
• competency-driven instruction
• issue-focused education