Taiwanese Languages Curriculum in a Third Grade Class of Elementary school
Li-Shu Huang
Abstract
This is a case study on a grade three class in Kaohsiung municipal Da-Ai (A pseudonym) elementary school. The core issue was to teach Taiwanese proverbs with the integration of gender equity ideas, including topics of based on ¡§gender equity in a multi-culture society¡¨ and ¡§related issues in gender rights and interests¡¨ in the Nine-Year Integrated Curriculum Guidelines. The purposes of the study was to discuss the development process of gender concepts of grade three students in elementary school before and after taking the integrated course instruction, to know the academic achievements and the predicaments of students¡¦ learning. This research adopted qualitative research methods for collecting data by observations, interviews, worksheets and reflection checklists; to analyze data with frequency & T-test statistics, and then to make conclusions and suggestions wishing to be a reference in future integrated instruction.
According to the above research purposes, the conclusions were as follows¡G
A. Students¡¦ gender equity awareness¡G
1. Before instructions, students have their own gender stereotypes.
2. The students¡¦ stereotypes can be clarified and the viewpoints of gender equity can be built through instructions.
3. Through learning and sharing, the students can learn how to protect their body, deal with the crises and estblish the human relations.
B. Integrated curriculum instruction¡G
1. The use of multiple instructions can stimulate reflections on gender concepts from both teachers and students.
2. The students admired the attempts of integrating gender equity ideas into Taiwanese language instruction.
3. The instruction can raise parents¡¦ attention toward children¡¦s gender attitude.
4. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can have positive inpact on boys and girls¡¦ gender awareness, particularly in the case of girls.
5. Multiple instruction models of Taiwanese language curriculum can raise the interests on students¡¦ learning.
6. The integration of gender equity ideas into Taiwanese language curriculum ¡® instruction can help students use Taiwanese in their daily lives.
Based on the findings, the researcher provided several suggestions as follows¡G
A. We should implement gender equity education with the help of household education.
B. We should create an envivonment with non-sexual discrimination and stereotype learning in order to support the teachers implementing multiple instructions.
C. The teachers should develop reflecting abilities on gender concepts.
D. The integration of gender equity ideas into Taiwanese should be diversified.
E. The teacher self-made inventory on gender equity attitude should be further revised.
F. The number of research class and samples should be increased.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-1224103-190057 |
| Date | 24 December 2003 |
| Creators | Huang, Li-Shu |
| Contributors | none, none, none |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-1224103-190057 |
| Rights | unrestricted, Copyright information available at source archive |
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