本研究以讀者的角度出發，運用質性研究，探究高職女生閱讀羅曼史的曰常 生活經驗與意義，及對性別學習的影響。本研究發現，閱讀羅曼史可以協助她們打 發時間、滿足對愛情的渴望與性的幻想與求知，以及作為同儕間情感與認同的連接 劑。羅曼史是她們談情說愛與情感關係互動的自助參考書，也是失戀情緖的治療配 方與文藝創作靈感。她們不會照單全收羅曼史的性愛觀與性別特質論述，但是浪漫 愛與美的意識形態影響仍在，不過她們也從中學習情感溝通的方式與明確拒絕不要 的性邀約，並在性別特質上多少鬆動了男陽剛與女陰柔的對立框架。羅曼史對於青 少女在性與性別意識的啟蒙，有一定的意義與價值，教師可以善用羅曼史，作為推 動性別平等教育的利器。

This study takes the perspective of reader, using qualitative research to explore the reading romance experiences and meanings of vocational high school female students and how it influences their gender learning. This study discovers that reading romance can help these high school girls pass the time，to satisfy the desire for love, sexual fantasies and knowledge, as well as peer connection of emotion and identity. Romance is their self-help reference book for romantic relationship and also the healing resources for balancing fail in relationship and inspires literature creating. They wonft take all concepts of sex and love and gender characteristic discourses from romance, but we can see the influence of ideology of romantic love and beauty is still there. Even though, they also learn the way of emotional communication and the way to say no explicitly to sexual invitation, destabilize certain contrast frame of masculinity and femininity. Romance evokes teenage girl senses of sexuality and gender to certain extent of meaning and value, and teachers can make use of it as a useful tool for promoting gender equity education.