本研究採質性研究取向，以台灣北部地區一所男女合校高中為場域，選擇公民與社會科男教師與女教師各一位、以及其所任教的一年級普通班學生各一班為研究參與者，透過參與觀察及訪談，瞭解高中公民與社會科教師對性別課程詮釋的性別差異、運作課程中的性別差異，以及學生經驗課程的性別差異，最後提出結論與建議。研究結果發現：

一、不同性別教師的性別課程詮釋差異反映在其教學上，包括不同性別經驗的融入、教師對教科書轉化的差異以及對性別觀感的差異。
二、性別運作課程的性別差異與教師的教學詮釋及課堂師生互動有關，教師教學詮釋與師生互動相互影響，建構性別化的運作課程。
三、不同性別學生經驗的性別課程存有明顯差異，且反映在其對教科書的看法、教師教學看法、課堂互動以及學習情況上。
四、性別運作課程中的反挫使得異性師生間產生性別經驗的斷層，同性學生間發展出同仇敵愾的情誼，學生經驗的性別課程未達到原先正式課程的目標。

根據上述結論，本研究提出以下建議：
一、運作性別課程時，宜讓學生的經驗進入課堂，以彌補男教師或女教師少一半的性別經驗。
二、不論是男教師或女教師都宜加強與女學生的互動，於師生互動中扮演更積極的角色。
三、教科書性別不平等的書寫宜涵納不同性別經驗，並讓學生真正瞭解到性別的社會建構意義。
四、教師宜運用性別反例或極端事件引領學生思考，並解構學生性別偏見。

The purpose of this study is to analyze the gender differences of Civics and Society teachers’ gender curriculum interpretation, operational curriculum and
students’ gender experiential curriculum. The participants of this study were one male teacher and one female teacher of􀀁Civics and Society􀀂in a senior high school in northern Taiwan. This study applied participant observations and interviews to collectthe data.
The major findings for this study are as follows:
1. The difference of teachers’ gender curriculum interpretation reflected in their
teaching, including different integration of genders experience, transformation of textbooks, and gender perception.
2. The gender differences of operational gender curriculum were related to teachers' interpretation and teacher-student interaction. Teachers' teaching interpretation and
teacher-student interaction influenced each other, which constructed operational gendered curriculum.
3. The differences of students’ experiential gender curriculum reflected in their points of view toward textbooks, teachers' teaching, classroom interaction and learning.
4.The backlash in operational gender curriculum caused gender experience divide between heterosexual teachers and students, which developed the same hatred and strengthens friendship between homosexual students. In this case, students’ experiences in gender curriculum barely meet the original goal of formal
curriculum.
Based on the above findings, this study proposed the following suggestions:
1. The teacher should include students’ experience into the classroom in order to make up for the gender insufficient experience of teachers.
2. No matter whether it is male teacher or female teacher, they are advised to strengthen the interaction with the female students, and further play a more active
role in the class interaction.
3. The textbooks should provide balancing gender perspectives, including different gender experiences, to allow students to comprehend the gender meanings
constructed by our society.
4. The teacher should deconstruct students’ gender bias by using gender counter-examples or shocking examples.

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