本研究的目的在探討國小男女生同儕團體的特質與過程， 這些特質與過程如何影響個別男女生性別身份的認定， 以及男女生間關係和互動，最後由以上發現歸納結論，提出對小學高年級階段兩性教育的建議。 本研究採取質的研究方法，包括參與觀察、非結構訪談、文件分析， 以台北縣某國小一個五年級班級，男女生各十九名為觀察對象， 得到的結論如下：一、男生團體的特質與過程：形成階層化的大團體，團體內重視個人能力、相互競爭與協商規則。 二、男生團體的特質與過程對個別男生性別身份的影響：使男生重視個人的成就與地位， 也讓男生具有感情中性、大膽、主動、侵略的特質。 三、女生團體的特質與過程：形成界線明顯的小團體，團體內重視同質性、親密關係，但感情脆弱、容易暗鬥。 四、女生團體的特質與過程對個別女生性別身份的影響：使女生重視與同儕的關係、情感， 也讓女生具有獨佔、忌妒、好女孩的特質。五、對性別規範的踰越， 男女生團體有不同的結果：男生是地位階層的底層，被欺負； 女生則是小團體的領導者，比較有自信。 六、在同儕團體與兩性關係方面：(一 )同儕團體造成性別分離 (二 ) 同儕團體是性別歧視的來源 (三 ) 同儕團體對男女生嘗試異性交往的方式有很大的影響。 根據研究的結論，研究者提出下列建議：一、男生團體部份（一）教師在班級經營時， 宜留意男生團體的特質與從事的活動。 (二 )教師應留意男生團體男子氣概的形成。 二、女生同儕團體部份：（一）教師須輔導女生消除小團體中暗鬥、善忌的行為。 （二）兩性教育的課程，應鼓勵女生適時表現個人的意見與才華。 （三）教師宜鼓勵女生多從事團隊活動，結合團體力量展現女性意識。 三、兩性關係部份：（一）教師在教室中，應盡量消除可能的性別標記與區分，以避免男女生形成對立。 （二）教師可藉助同儕團體的過程，以增進男女生相互合作與友誼互動。 （三）學校行政單位須重新考慮年段編班制度。（四）學校行政單位、教師在實施兩性教育課程時，應加強學生對性騷擾以及身體界線的概念。 （五）兩性教育課程應教導正確的性態度。（六）教師應留意男女生嘗試異性交往的行為。

The study is to probe characteristics and group process in boys and girls' groups in elementary school, and to understand how these characteristics and group process influnce the formation of a person's gender identity and gender relationship between boys and girls. The study applied qualitative approach, including paticipnat observation, unstructual interview, documentary analysis. The researcher choose a class of the fifth grade in a elementary school of Taipei county as the study field; there are nineteen girls and nineteen boys in the class. From the study, there are several conclusions as follow: these characteristics and group process of the boys' groups are: the boys will form big hierarchy groups in which they value individual competence and like competing with each other and negotiating rules with each other. 2.The characteristics and group process in the boys' groups make a boy valueindividual achievement and social status, and also make a boy form masculinity such as unemotionality, boldness, aggressiveness, activeness. 3. The characteristics and group process in the girls' groups are: the girls willform small groups among which there are obvious group boundaries; inaddition, girls value homogeneity of group members and intimate relationship; however, their close relationship are easily broken and then they struggle witheach other secretly. 4. The characteristics and group process in the girls'groups make a girl value her relationship with other peers and care forothers, and also make a girl form feminity such as jealousy, passiveness, and traits of good girl. 5. Boys and girls' groups have oppositive attitudefor the persons who transgress gender norms; in boys' groups, the boys would become the bottom of the social status and be bullied by other boys; however,in girls' groups, the girls would become the leaders and have more confidence. 6. From the influnce of peer groups on gender relationships, there are severalconclusions as follow: (1) Peer groups lead to separartion between girls andboys. (2) Gender discrimination orgins from peer groups. (3) Peer groupsinfluence the way that the boys and girls atemp to develop heterosexual relationship. According to the conclusions of the study, there are severalsuggestions: 1. the suggestions for boys' groups: (1) When teachers manage classes, (s)he should pay attention to the characteristics of boys' groups andwhat they do. (2 ) Teachers should mind the formation of masculnity in boysgroups (3) The courses of gender education should break the gender stereotypein boys' groups. 2. the suggestions for female groups: (1) Teacher should guide girls to eliminate secret struggles and jealousy in the girls' groups. (2) Thecourse of gender education should encourage girls to publicly express their own oppinions and competence at the right time. (3) Teachers should encourage girls to be engaged in team work and to combine the force of individual and show off the group consciousness of the female. 3. the suggestions for gender relationship between boys and girls: (1) When teachers manage classes, s(he) should avoid using any label, which would differentiate boys from girls andcreate opposite sides. (2) By means of group process, teachers may increase friendship and cooperation between girls and boys. (3) Adminstration in elementary schools should reconsider the present policy of forming classes. (4)The course of gender education should let students know the definition of sexual harassment and the concepts of body boundaries. (5) The course of gender education should teach the correct sexual attitude. (6) Teacher should pay attention to the development of heterosexual relationship bewteen boys and girls.