本研究以「幼兒性教育」與「教保媒體設計」進行課程實踐之行動研究，目的在探討運用PBL和數位教材，從製作性別平等數位教材到說故事活動的歷程對學生的性別平等認知之影響情形。以修讀科目「幼兒性教育」30位大學生與修讀「教保媒體設計」34位大學生為對象。蒐集教學歷程記錄、學生作品、教師省思記錄、性別平等認知量表調查等資料，採內容分析學生作品的性別認知，再以變異數、相依樣本t檢定分析學生性別平等認知之轉變情形，以及學生學習參與和成果之關聯情形。結果發現：繪本故事結構有助引導學生寫作表現、學生作品展現偏向女性權益和兩性平等關係；人文領域學生對科技的逃避學習表現、運用媒體素養和勝任感策略有助學習意願和成果表現、學生參與情形與學習成果有關。本研究可作為性別認知、故事寫作、科技學習等相關議題研究之參考。 This action research practices these two classes, "Sex Education for Young Children" and "Early Childhood Media Design." The purpose is to explore the awareness of students’ gender equality through the PBL strategy, using and designing digital teaching materials and story-telling activities. The subjects are 67 students, 30 are studying "Sex Education for Young Children" and 34 are studying "Early Childhood Media Design". Gather the information on the teaching process, students' works, teachers' reflections, and the result of the gender equality awareness scale. Use the content analysis, ANOVA, and dependent sample t-tests, and dependent sample t-tests. The results show that: a) the story structure of picture books helps students to write; b) students' works show a bias towards women's rights and gender equality; c) students in the humanities field show their avoidance of technology; d) the strategies of media literacy and competency-based classroom improve students’ participation and learning outcomes. This study may be a reference for related research on gender cognition, story writing, and technological learning issues.
