性別教育一直被視為應對性別不平等的重要手段，教育推展也被期待能轉化性別不平等的刻板規範，同時讓學生覺察生活中的權力關係、壓迫、歧視等各種現象。為此，作者運用「先基礎知識、後探究式學習」的教學策略於自身教授的軍校性別教育課程中，首先進行基礎性別知識與概念之建構，接續實施5 階段的「軍校性別教育探索式學習模型」。研究對象為某軍校修習性別教育課程的15 位學生，共歷時一學期。研究過程以「課堂測驗」、「學習動機量表」、「教師評定學生探究能力之檢核表」、「課程學習單」，以及「課程回饋單」進行課程成效分析。研究結果發現，本課程的教學策略有助於提升學生的學習動機、反思能力，以及培養學生小組討論、團隊合作及多元思考。但是，教師必須適切引導，以降低學生焦慮感，以成為課程的積極參與者。

Gender education has always been regarded as an important means to deal with gender inequality, and educational promotion is also expected to transform the stereotyped norms of gender inequality while making students aware of power relations, oppression, discrimination and other phenomena in life. To this end, the author uses the strategy of "basic knowledge first, inquiry-based learning later" in the gender education courses taught in military schools. And first construct basic gender knowledge and concepts, and then implement the five-stage "exploratory learning model of gender education in military schools”. The research subjects were 15 students taking gender education courses in a military academy, which lasted for one semester. The research process uses "class tests", "learning motivation scale", "teacher's checklist for assessing students' inquiry ability", "course study sheet", and "course feedback sheet " to conduct course effectiveness analysis. The research results found that the teaching strategies of this course can help improve students' learning motivation and reflective ability, as well as cultivate students' group discussion, teamwork and diverse thinking. However, teachers must provide appropriate guidance to reduce students’ anxiety and become active participants in the course.