國中男學生對家政課的觀點

Abstract

家政課的意義與範圍、家政課的起源，都讓家政課具有特定的性別象徵意義。再加上社會脈絡中，家庭中傳統的家務分工、學校中的同儕互動、教師期望、休閒活動，以及社會中不同科系、職業與地位的社會階級，導致即使性別平等教育已經推行多年，性別刻板印象已經趨緩，但卻仍然存在，進而影響男學生對家政課的觀點。本研究選取臺北市某高中之國中部作為研究現場，以八年級學生為研究對象，採取為期一年左右的參與觀察、深度訪談和文件分析等方式蒐集資料，而後進行質性研究的資料分析，歸納出以下四點結論：壹、男學生對家政課的看法仍難擺脫性別刻板印象的束縛，並常以升學考試判定課程價值。 貳、男學生家政課的學習經驗主要受家庭分工和課程內容的影響，但教師期望及同儕關係進一步強化男學生對家政課的刻板印象。 參、男學生在家政課的主要因應策略偏向順從型，但也會和退縮型與強硬型策略搭配使用。 肆、家政課的內容已無法符應當前社會生活型態的轉變，亦未能考量男學生日常生活的需求。The meaning, scope and origins of home economics curriculum have given the subject a gender-specific symbolic meaning. In addition, the traditional gender division of domestic work, peer interaction, teacher expectations, leisure activities and the social hierarchy of subjects, occupations and status within the social context have contributed to the persistence of gender stereotypes. Even though gender equality education has been in place for many years and gender stereotypes have been eased up, which in turn affects male students' perspectives and the coping strategies in home economics curriculum. In this study, a high school in Taipei City was selected as the research site, and the eighth-grade students were selected as the research subjects. A qualitative research approach of participant observation, in-depth interviews and documentary analysis conducted over a period of about one year to collect data. The following four conclusions were drawn from the data analysis:(1) Male students' perceptions of home economics curriculum are still constrained by gender stereotypes, and the value of the curriculum is often judged on the basis of college entrance examinations; (2) The learning experience of male students in home economics curriculum is mainly influenced by the gender division of domestic work and the curriculum, but teacher expectations and peer relationships further reinforce the male students' stereotypical perception of home economics curriculum; (3) The main coping strategy of male students in home economics curriculum is conformity, but it is also used in combination with retreatism and intransigence; (4) The content of the home economics curriculum is no longer in line with the current changes in the lifestyle of society and does not take into account the needs of male students in their daily lives.