"本研究編擬統一適合於國小三年級學生的兩性平等教育融入式課程，選取四班學生共 141名為研究對象，進行為期兩個月的實驗課程教學，目的在探討此套課程對於國小學生性別角色態度、自我概念與成就動機是否具有立即性與延宕性影響，並探討不同組別的學生在不同性別與不同家庭社經地位之個人因素下對本實驗實施成效的影響，研究所得資料以三因子變數分析等統計方法進行統計分析處理。
研究結果發現：兩性平等教育課程，有助於降低國小學生性別角色刻板態度、促使其自我概念正向並提高其成就動機。最後，研究者根據研究結果提出綜合討論，並提供學校教育工作人員與未來後續研究之建議。\"

This study complied a set of gender equity education curriculum, which was designed based on related literature and was suitable for the elementary school third─grade students, and then engaged in instruction. The main purpose of the study was to determine whether the gender equity education curriculum had immediate and continuous effects on sex role attitude, self─concept, and achievement motives of the students. In addition, the study examined whether the instructional effects differed for the students with different sex and family social economic status.
The study used cluster sampling by purposive to select 141 students. Subjects attended the gender equity education curriculum for two months. The data were analyzed by three─factor analysis of convariance. The results of the study of the gender equity education curriculum for the elementary school students had immediate and continuous effects on reducing sex role attitude、self─concept，promoting positive self─concept and achievement motives.
The implications of these results for school educator and for future researcher are discussed.