本文選題：女性主義教育學(xué) + 性別平等課程　； 參考：《南京師范大學(xué)》2013年碩士論文

【摘要】：女性主義源于女性解放運(yùn)動(dòng),在自身的發(fā)展與完善中逐漸成為一種價(jià)值觀與方法論,被廣泛地應(yīng)用于人文社會(huì)科學(xué)領(lǐng)域中。意識(shí)到教育對(duì)于性別意識(shí)的傳播與建構(gòu)的重要意義后,女性主義學(xué)者遂以高校為陣地,以課程為載體,進(jìn)行了大量的教學(xué)實(shí)踐與改革,以期將女性主義思想引入教育領(lǐng)域,女性主義教育學(xué)思潮應(yīng)運(yùn)而生。女性主義教育學(xué)旨在以女性主義價(jià)值觀、方法論等相關(guān)理論發(fā)現(xiàn)、分析并試圖解決教育學(xué)領(lǐng)域中存在的問(wèn)題,用多元共生的思維方式改革教育,促進(jìn)教育的全面發(fā)展。 大學(xué)性別平等課程是女性主義教育學(xué)在高等教育領(lǐng)域的實(shí)踐成果。西方女性主義以性別平等課程為媒介,建立相應(yīng)的教學(xué)與研究機(jī)構(gòu),向各個(gè)學(xué)科領(lǐng)域進(jìn)行有效滲透。使被邊緣化和隱形化的女性議題主流化與顯性化,促使其被納入課程體系,改變大學(xué)課程文化的男性權(quán)威形象；為女性融入高等教育體系,成為真正的知識(shí)主體提供了一個(gè)重要的知識(shí)基地和平臺(tái)。 性別平等課程進(jìn)入中國(guó)高等教育機(jī)制,既是西方女性主義學(xué)術(shù)影響的必然結(jié)果；也反映了改革開放后,社會(huì)各界,尤其是學(xué)術(shù)界對(duì)中國(guó)現(xiàn)實(shí)中女性狀況的密切關(guān)注和我國(guó)性別研究深入發(fā)展所帶來(lái)的學(xué)科化趨勢(shì)。 本研究以南京某高校所開設(shè)的專業(yè)特色選修課程——《性別與社會(huì)》為個(gè)案研究對(duì)象,采用文獻(xiàn)法、參與式研究法、半結(jié)構(gòu)式訪談法對(duì)大學(xué)性別平等課程的課程目標(biāo)、教學(xué)方法、教學(xué)內(nèi)容進(jìn)行概述,在此基礎(chǔ)上,對(duì)學(xué)生學(xué)習(xí)以及教學(xué)過(guò)程進(jìn)行了粗淺的評(píng)價(jià)。在女性主義教育學(xué)視域下反觀該課程,可以發(fā)現(xiàn)：該教學(xué)實(shí)踐的課程目標(biāo)女性主義特色顯著、課程內(nèi)容豐富詳實(shí)、教學(xué)方法靈活多變、注重賦權(quán)于學(xué)生、重視對(duì)學(xué)生情感和價(jià)值觀的培養(yǎng)。研究表明,該課程對(duì)受眾群體的性別意識(shí)以及自我認(rèn)同等意識(shí)產(chǎn)生了積極影響。 然而,大學(xué)性別平等課程從引進(jìn)到創(chuàng)建并不是一帆風(fēng)順的。傳統(tǒng)的社會(huì)性別觀念、學(xué)術(shù)界潛在的父權(quán)制規(guī)則以及僵化的教育體制使得我國(guó)目前所開展的大學(xué)性別平等課程存在著碎片化、西方化、本質(zhì)化及邊緣化傾向,如何拓展性別平等課程在中國(guó)高等教育中的影響,推動(dòng)大學(xué)性別平等課程的體系化、本土化、與主流化建設(shè),是女性主義教育學(xué)未來(lái)的努力方向。
[Abstract]:Feminism originated from the women's liberation movement and has gradually become a kind of values and methodology in its own development and perfection. It has been widely used in the field of humanities and social sciences. Aware of the importance of education for the dissemination and construction of gender awareness, feminist scholars have carried out a great deal of teaching practice and reform in order to introduce feminist thought into the field of education, taking the university as the front and the curriculum as the carrier. Feminist pedagogy came into being. Feminist pedagogy aims at finding, analyzing and trying to solve the problems existing in the field of pedagogy by using the related theories of feminist values and methodology, and reforming education in a pluralistic and symbiotic way of thinking to promote the all-round development of education. The university gender equality curriculum is the practical achievement of feminist pedagogy in the field of higher education. The western feminism takes the gender equality curriculum as the medium, establishes the corresponding teaching and research institution, carries on the effective infiltration to each discipline domain. Mainstreaming and dominating the marginalized and invisible female issues, promoting them to be integrated into the curriculum system, changing the male authority image of the university curriculum culture, and integrating women into the higher education system, Becoming a real knowledge subject provides an important knowledge base and platform. The introduction of gender equality courses into the higher education mechanism of China is not only the inevitable result of the academic influence of western feminism, but also reflects the fact that, after the reform and opening up, all walks of life in the society, In particular, the academic circles pay close attention to the situation of women in reality in China and the trend of discipline brought about by the in-depth development of gender research in China. This study takes gender and Society, a special elective course in a university in Nanjing, as a case study object, and uses literature method, participatory research method and semi-structured interview method to study the curriculum objectives of gender equality courses in universities. On the basis of summarizing the teaching methods and contents, the author gives a brief evaluation of the students' learning and teaching process. From the perspective of feminist pedagogy, it can be found that the curriculum objective of the teaching practice is feminism, the content of the course is rich and detailed, the teaching method is flexible and changeable, and it pays attention to the empowerment of students. Attach importance to the cultivation of students' feelings and values. The study shows that the course has a positive impact on the gender awareness and self-identity of the audience. However, the introduction to the creation of university gender equality curriculum is not easy. The traditional gender concept, the potential patriarchal rules in academic circles and the rigid educational system make the current gender equality courses in universities in our country have the tendency of fragmentation, westernization, essentialization and marginalization. How to expand the influence of gender equality curriculum in Chinese higher education and promote the systematization, localization and mainstreaming of gender equality curriculum in universities is the direction of feminist pedagogy in the future.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：C913.14;G642.3

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