生活課程以教育低年級學童生活上多面向的學習為目的，亦是學童美感教育啟蒙階段的唯一課程。本論文以南一版生活教科書為分析對象，探討101學年生活課程中性別平等教育融入藝術人文教材內容之現況。 本研究目的：一為探討新版97課綱生活課程教材內容能否符合學童學習需求？二是現階段生活課程是否仍存性別角色偏見之刻板印象？三為性別平等教育融入生活課程之融入點分析與建議。四是針對低年級生活課程中性別平等教育融入藝術人文教材內容之相關建議。 研究採內容分析及文獻分析法，蒐集相關期刊、性別平等教育專書、藝術教育研究論文等文獻資料，進行歸納、分析以提供教學參考，本研究結論如下：一、新版97課綱生活課程教材內容能符合學童學習需求，惟在表演藝術部分課程比例偏低，且表演方式同質性偏高，應增加表演活動型態。二、生活課程中仍存有性別角色刻板印象，女性在家務分工的比重偏高，祖父母的角色作為功能不彰，職業種類以男性較為多元，文字部分突顯母親是照顧家庭的主角，課程內容仍有男外女內的傳統觀念。三、性別能力指標概念架構比重尚有調整空間，融入點學習議題有待強化，課本內容對於性別議題的討論資料補充不足。四、視覺、聽覺與表演藝術應融合施教，藝術人文課程內容對於性別能力指標融入項目不足，缺乏性別議題的討論。 ＂Life Curriculum＂ is the course for lower-grade students to learn from different aspects in daily life and the only course for children to cultivate the early stage of aesthetic education as well. This research chooses the Life Curriculum textbook published from Nan I publishing house to discuss the circumstances of how the issue, Gender Equity Education, fits in to the society in the Life Curriculum textbook for the academic year 2012-2013. The purpose of this study is four-fold: first to research the content in the Life Curriculum textbook published under the new curriculum guidelines of 2008 is suitable for children or not; second to determine whether the course contains gender-role stereotype; third to analyze and suggest for how the issue, Gender Equity Education fits in to the Life Curriculum course; and fourth to give suggestions on the Life Curriculum for lower-grade in elementary schools which combines both Gender Equity Education and Arts and Humanities teaching materials. Using Content Analysis and Literature Analysis, the study result aims to provide some consultations for teaching by collecting documents like academic periodicals, books and theses to draw and analyze. The results are as follows: first, the content in the Life Curriculum textbook is suitable for children. However, the part of Performing Arts needs to strengthen; second, the textbooks still contain gender prejudice on men and women's occupations. The traditional stereotype that ＂Men are breadwinners, and women are housekeepers＂ still exists because of the lack of attention to the randparent-grandchild relationship and the gender-role stereotype like most men have more job options while most women are asked to do more housework; third, the rate of gender skills, the link between Gender Equity Education and Arts and Humanities and the lack of gender issues in the textbooks are all need to be improved; fourth, teaching should combine both Visual Arts, Audio Arts and Performing Arts. In addition to this, the connection between Gender Equity Education and Arts and Humanities and the lack of gender issues in textbooks also need to be aware of.
