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研究生:黃羚蓉
研究生(外文):Ling-Jung Huang
論文名稱:以性別相關繪本探究國小學生性別意識與英語閱讀能力
論文名稱(外文):Exploring Elementary School Students' Gender Awareness and Reading Proficiency by Gender-related Picture Books
指導教授:鄭詠之鄭詠之引用關係
指導教授(外文):Yung-Chih Cheng
學位類別:碩士
校院名稱:國立東華大學
系所名稱:英美語文學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
論文頁數:147
中文關鍵詞:性別平等教育性別意識英語繪本
外文關鍵詞:gender equity educationgender awarenessEnglish picture books
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以性別相關繪本探究國小學生性別意識與英語閱讀能力

研究生:黃羚蓉
指導教授:鄭詠之 博士

摘要
現今社會中,即使學校、職場、甚至是家庭裡,時常喊著性別平等的口號,但性別歧視仍然十分常見,可見性別平等其實並未真正落實。因為這樣,年幼的學習者與同儕、家長和老師們互動時,容易受到不健全的性別概念影響。本研究藉由導讀性別相關繪本,探究國小學生的性別意識,同時增進其英語閱讀之能力,企圖使國小生就能具有及實踐性別平等的精神。
本研究的結果顯示,透過導讀性別相關繪本,的確能夠促進學生的英語學習興趣,也能使他們意識到生活中許多性別不平等的情況及相關議題。參與此次的繪本導讀活動後,七位學生當中有三名男生修改了性別的刻板印象,而有六位學生則在英語閱讀能力上有所提升。本研究發現且證明,將性別平等教育與英語學習合而為一是適切、可行、也是非常有助益的教學模式。
關鍵字:性別平等教育、性別意識、英語繪本
Exploring Elementary School Students' Gender Awareness and Reading Proficiency by Gender-related Picture Books

Graduate Student: Ling-Jung Huang
Advisor: Doctor Yung-Chih Cheng

ABSTRACT
This paper explores six grade school students' gender belief and their reading proficiency through English gender-related picture books. Sexism is still common in our daily life although we always promote gender equality in schools, offices and even families. The issue has not been taken seriously, so it may lead young learners to acquire these distorted perspectives on gender while they are interacting with their peers, parents and teachers.
As an educator and a researcher, I believe it is necessary to develop accurate concepts about gender equality in our teaching. In addition to textbooks, we can choose some gender-related picture books as the medium for instructing both in gender awareness and English. It is no doubt that images are more attractive than words for elementary school students. Pictures and vivid layouts not only encourage students to interact with teacher but motivate their English learning.
Because of the implementation of the Twelve-Year Basic Education since 2011, students’ learning and evaluations become more diverse. This stimulates my study into the idea of blending gender equality education with picture books reading in order to create a meaningful teaching and learning for improving students' English reading proficiency.
This study verified that critical gender-related storytelling promotes learners interest in learning English and helped them to become more aware of some of the inequitable gender-related issues in society. Three boys had modified their gender belief after the storytelling activities and six in seven students had improved their English reading proficiency. Thus this study has proven that it is advisable, functionally possible, and beneficial to develop and implement a critical gender-related primary school curriculum that integrates EFL learning.

Keywords: gender equity education, gender awareness, English picture books
TABLE OF CONTENTS

ACKNOWLEDGEMENT...................................................... i
CHINESE ABSTRACT................................................... iii
ABSTRACT............................................................ iv
TABLE OF CONTENTS................................................... vi
LIST OF TABLES......................................................xii
LIST OF FIGURES....................................................xiii

CHAPTER ONE: INTRODUCTION............................................ 1
1.1 Background of the Study.......................................... 1
1.2 Motivation of the Study.......................................... 3
1.3 Purpose of the Study............................................. 5
1.4 Significance of the Study........................................ 6
1.5 Definition of Terms.............................................. 8
1.5.1 Gender Equity Education........................................ 8
1.5.2 Gender Awareness............................................... 8
1.5.3 Picture Books.................................................. 8

CHAPTER TWO: LITERATURE REVIEW...................................... 11
2.1 Critical Pedagogy............................................... 11
2.1.1 Critical Classroom............................................ 13
2.1.2 Critical Book................................................. 14
2.2 Gender Awareness................................................ 15
2.3 Picture Book.................................................... 16
2.3.1 An overview of Children's Literature...........................16
2.3.2 What is a Picture Book.........................................17
2.3.3 Related Studies and Journal Articles...........................18

CHAPTER THREE: METHODOLOGY.......................................... 21
3.1 Research Design................................................. 21
3.2 Setting......................................................... 22
3.3 Participants.................................................... 22
3.4 Instructional Design............................................ 23
3.4.1 Lesson Plan................................................... 23
3.4.2 Procedures.................................................... 24
3.4.3 Selection of Picture Books.................................... 27
3.5 Data Collection and Instrumentation............................. 29
3.5.1 Interview..................................................... 31
3.5.2 Questionnaire................................................. 32
3.5.3 Reading Proficiency Test...................................... 32
3.6 Data Analysis................................................... 33
3.6.1 Description of Data Coding.................................... 34
3.6.2 The Notation System........................................... 35
3.7 Trustworthiness of the Research..................................36
3.7.1 Triangulation..................................................36

CHAPTER FOUR: RESULTS AND DISCUSSION................................ 39
4.1 Transformation toward Gender Awareness.......................... 39
4.1.1 The Gender Belief Exist in Elementary School Students......... 40
4.1.1.1 David's Gender Pre-questionnaire Outcome.................... 40
4.1.1.2 Ben's Gender Pre-questionnaire Outcome...................... 44
4.1.1.3 Andy's Gender Pre-questionnaire Outcome..................... 47
4.1.1.4 Roger's Gender Pre-questionnaire Outcome.................... 50
4.1.1.5 Lizzy's Gender Pre-questionnaire Outcome.................... 54
4.1.1.6 Cindy's Gender Pre-questionnaire Outcome.................... 56
4.1.1.7 Raina's Gender Pre-questionnaire Outcome.................... 57
4.1.1.8 Summary of Gender Belief in Elementary School Students.......60
4.1.2 Gender Awareness Inspired in Reading Gender-related Picture Books .................... .................... .................... ......61
4.1.2.1 Gender Awareness Inspired by Piggy Book.................... .61
4.1.2.2 Gender Awareness Inspired by Oliver Button is a Sissy....... 67
4.1.2.3 Gender Awareness Inspired by The Princess Knight............ 72
4.1.2.4 Summary of Gender Awareness Inspired in the Story telling....79
4.1.3 Changes in Gender Belief after the Storytelling............... 80
4.1.3.1 David's Gender Post-questionnaire Outcome................. ..80
4.1.3.2 Ben's Gender Post-questionnaire Outcome..................... 82
4.1.3.3 Andy's Gender Post -questionnaire Outcome................. ..83
4.1.3.4 Roger's Gender Post -questionnaire Outcome.................. 85
4.1.3.5 Lizzy's Gender Post -questionnaire Outcome................. .87
4.1.3.6 Cindy's Gender Post -questionnaire Outcome.................. 88
4.1.3.7 Raina's Gender Post -questionnaire Outcome.................. 90
4.1.3.8 Summary of Students' Changes in Gender Belief after the
Storytelling........................................................ 92
4.2 The Effects and Advantages of Reading Gender-related Picture Books................................................................93
4.2.1 Students' Improvement in EFL Reading Proficiency...............94
4.2.1.1 David's Pre and Post Test Result............................ 94
4.2.1.2 Ben's Pre and Post Test Result...............................94
4.2.1.3 Andy's Pre and Post Test Result............................. 95
4.2.1.4 Roger's Pre and Post Test Result.............................95
4.2.1.5 Lizzy's Pre and Post Test Results............................95
4.2.1.6 Cindy's Pre and Post Test Result.............................96
4.2.1.7 Raina's Pre and Post Test Result............................ 96
4.2.1.8 Summary of Students' Improvement in EFL Reading Proficiency. 97
4.2.2 The advantage of Reading Gender-related Picture Book.......... 97
4.2.2.1 David's Reflections on Critical Gender-Related Storytelling..98
4.2.2.2 Ben's Reflections on Critical Gender-Related Storytelling....99
4.2.1.3 Andy's Reflections on Critical Gender-Related Storytelling...99
4.2.2.4 Roger's Reflections on Critical Gender-Related Storytelling.100
4.2.2.5 Lizzy's Reflections on Critical Gender-Related Storytelling.101
4.2.2.6 Cindy's Reflections on Critical Gender-Related Storytelling.101
4.2.2.7 Raina's Reflections on Critical Gender-Related Storytelling.102
4.2.2.8 Summary of the Advantages of Critical Gender-Related Storytelling........................................................103

CHAPTER FIVE: CONCLUSION AND IMPLICATIONS.......................... 105
5.1 Summary of the Findings........................................ 105
5.2 Limitation and Delimitation of the Study....................... 107
5.3 Implications................................................... 108

REFERENCES......................................................... 111
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