爱尔兰论文怎么写：性别敏感教育
学校管理者和教师的态度，以及有偏见的学习或教材和课程限制了男孩和女孩的平等学习。从另一个角度来看，性别敏感的教育对待男孩和女孩是平等的。重点是他们对实现完全潜力的鼓励。学习材料和对性别敏感的态度往往会促进对男性和女性的刻板印象。这些对于创造可持续和公平的学习氛围是很重要的(Jansen, 2010)。其他助理员和教师必须了解所有学习者的需要，不论他们的性别。在确保避免性别歧视的材料的同时，有必要纠正总体失衡。必须从性别的角度来创造学习或教学环境。
爱尔兰论文怎么写：性别敏感教育
促进包容和平等是学校和其他教育机构的重要组成部分。从年龄开始，对种族平等的关注是有意义的，也是重要的，但要理解促进性别平等背后的总体意义也是至关重要的。对于促进性别平等(Htun和Weldon, 2010)，必须理解一些实用和明智的策略。这是一个普遍的承认，女孩和男孩之间的差异可以通过区分生理学来理解。因此，男孩们被认为对科学感兴趣，而女孩则表现出对人文学科的兴趣。同时，也有一种进入性别平等时代的感觉，社会中的每一个人都有权利实现自己的未来目标，不论性别(Hafkin and Huyer, 2016)。
爱尔兰论文怎么写：性别敏感教育
Attitudes of school administrators and teachers, along with biased learning or teaching materials and curriculum restrained equal learning among boys and girls. From the other perspective, education under gender sensitivity treats boys and girls with equality. The key focus is on their encouragement for achievement of complete potential. Learning materials and attitudes sensitive to gender tend to be promoting non- stereotypes images of men and women. These are important for the creation of learning atmosphere that is sustainable and fair for all (Jansen, 2010). Other facilitators and teachers must have awareness about the needs of all learners irrespective of their gender. There is a crucial need of redressing the overall imbalance while ensuring the avoidance of sexist material. There must be a creation of learning or teaching environment from the perspective of gender.
爱尔兰论文怎么写：性别敏感教育
Promotion of inclusion and equality are crucial elements in schools and additional educational bodies. There is significant and important focus on racial equality since ages, but it is also crucial to understand the overall meaning behind promoting gender equality. Some practical and sensible ideas with strategies must be understood for the promotion of gender equality (Htun and Weldon, 2010). It is a universal acknowledgment that differences between girls and boys can be understood by differentiating physiologies. As a result, boys are considered to show interest in science while girls show interest in humanities. Simultaneously, there is a sense of reaching the era of gender equality and every individual in the society has a right to achieve their future goals irrespective of their gender (Hafkin and Huyer, 2016).
