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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/150340


    Title: 繪本融入國小性平教育課程對於低年級學童身體自主權認知之影響
    Other Titles: The Influence of Picture Books Integrated into Gender Equality Education Curriculum on the Physical Autonomy Cognition of Junior Elementary School Children
    Authors: 林巧敏;邱稚妍
    Lin, Chiao-min;Chiu, Chih-yen
    Contributors: 圖檔所
    Keywords: 身體安全教育;性別平等教育;學習成效;繪本教學;身體自主權認知
    body safety education;gender equality education;learning effects;picture book teaching;physical autonomy cognition
    Date: 2023-11
    Issue Date: 2024-03-05 15:39:18 (UTC+8)
    Abstract: 本研究藉由繪本融入性別平等教育課程，探究兒童在身體自主權認知的學習成效及其學習感受。本研究採前實驗研究等組前後測設計，以兩班國小一年級學童為教學對象，實施八週性平教育課程，一班為實驗組接受繪本融入教學，一班維持課本講授教學，以身體自主權認知量表評估課程學習成效，並輔以質性訪談瞭解學生對於課程實施意見。研究結果顯示，將繪本融入性平課程對於國小低年級學童的身體自主權認知有成效，學童比較喜愛繪本融入課程之教學方式。比較兩種教學成效，在身體自主權認知之「基礎觀念」未達顯著差異，但在「情境判斷」上，繪本融入教學比課本講授的學習效果好且達到統計顯著性，最終，根據研究結果提出運用繪本融入教學的建議。
    This study explored children's learning effects on physical autonomy cognition and their learning feelings by integrating picture books into gender equality education courses. This study adopted the pre-test and post-test design of the pre-experimental research. The participants randomly had selected two classes of first-grade elementary school students as the teaching objects, and had implemented an eight-week sex education course. One class was the experimental group that received picture books integrated into teaching, the other class maintained textbook teaching. Before teaching, the Physical Autonomy Cognition Scale was used for pre-testing, then after teaching, post-testing was carried out to compare the quantitative analysis data, and supplemented by qualitative interviews to understand students' opinions on the implementation of the course. The results indicated that integrating picture books into the sexual education curriculum was effective for primary school children's physical autonomy cognition, and school children were preferred to the teaching method of integrating picture books into the curriculum. In the comparison between the two effects of picture book teaching and textbook teaching, there was no significant difference in the "basic concept" of physical autonomy cognition, but in "situational judgment", the learning effect of picture book teaching was better than that of textbook teaching, and it had reached statistical significance. Finally, the research results proposed suggestions for integrating picture books into teaching.
    Relation: 教育資料與圖書館學(Journal of Educational Media & Library Sciences), Vol.60, No.3
    Data Type: article
    Appears in Collections:[圖書資訊與檔案學研究所] 期刊論文

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