本文選題：地理教學 + 性別差異�。� 參考：《陜西師范大學》2015年碩士論文

【摘要】：自古以來,教學就強調(diào)要根據(jù)學生的差異因材施教,在新課程改革中,也有規(guī)定要求教育要注重學生的個別差異。在現(xiàn)代化教育進程中,我們要實現(xiàn)教育平等這一重要目標,需要在承認學生的個別差異的前提下開展有差異性的教學。然而具體到照顧每個學生差異的教育很難實施,可是將學生分為男女兩類群體究其共性的差異教學是在可操作范圍內(nèi)。但是在實際的教育教學過程中,很多教育工作者由于缺乏相應的性別差異觀而未能實現(xiàn)這一目標。對于這一論題的探索研究能夠充實我國性別差異教育的理論,并以此對廣大教育工作者進行實踐指導,將其貫徹到教育教學理念中,真正做到因材施教,促使男女同學共同發(fā)展。本文通過文獻回顧法對國內(nèi)外所做的研究進行了整理,已有結論顯示男女兩性在邏輯推理、辨證思維等方面各具特色,然而對于總體的學業(yè)成績高低并無明確結論。但是在地理學習中,男女學生之間確實存在著一定的性別差異,并且具體到感知、記憶力、注意力、思維能力以及地理興趣方面的差異較大。然后在已有研究的基礎上通過SPSS對陜西省漢中市城固一中高三年級一次模擬考試成績進行了對比分析,檢測前確保了被試樣本的合理性,包括男女比例和考試成績的正態(tài)分布性。分析結果顯示男生在這次考試中無論是總分、客觀題還是主觀題都高于女生的成績,通過SPSS分析進行的獨立樣本t檢驗得到的概率分別為0.019、0.027和0.048,均小于顯著性水平0.05,這證明男女生在地理考試成績確實存在著顯著差異。最后在這一基礎上,通過問卷調(diào)查法對男女學生的地理基本學習情況進行了評估,結果顯示兩類群體在對地理這門學科的認識、喜好程度、學習習慣和方法都持有不同的觀點。其中男生較女生對地理學更有興趣,他們更能掌握合適的學習方法,但是在學習習慣上缺少女生的勤奮和認真。在承認男女生在地理學科的學習差異之后我們對所形成的影響因素進行了探究,主要就生理因素和學校教育因素這兩個方面進行了闡述。我們無法對基因進行修飾和改變,可是同課程緊密相關的學校教育因素是我們可以左右的。本文花了大量的篇幅嘗試探究縮小地理學習性別差異的對策,從針對地理教師的觀念看法、教學目標的設立、教學內(nèi)容的選擇、教學手段的采取和教學評價的方式等幾個方面分別提出了相應的對策。教育是促進人類進步和社會發(fā)展的重要途徑。作為教育工作者,我們在課堂教學中必須要關注學生的主體性,認真觀察了解學生的發(fā)展特點,充分發(fā)揮學生的主觀能動性。我們既要從個性出發(fā),又要考慮共性,提高地理教學工作者對性別差異的重視,摒棄自己的性別刻板觀念,在地理教學的實踐中關注性別差異,采用相關策略引導男女學生發(fā)揮各自的優(yōu)勢,使其達到一致的發(fā)展水平。
[Abstract]:Since ancient times, teaching has stressed the need to teach students in accordance with students' differences in accordance with their aptitude. In the new curriculum reform, there are also requirements for education to pay attention to the individual differences of students. In the process of modern education, we have to realize the important goal of education equality, but we need to carry out differential teaching on the premise of recognizing the differences between students. It is difficult to carry out the education to take care of the differences of each student, but the difference teaching which divides the students into two groups of men and women is within the scope of operation. But in the course of the actual education and teaching, many educators are not able to achieve this goal because of the lack of the corresponding gender differences. This paper studies the theory that enriches the education of gender differences in our country, and carries out practical guidance to the educators, and implements it in the educational and teaching ideas, and truly teaches students in accordance with their aptitude to promote the common development of male and female students. There are different characteristics in logical reasoning and dialectical thinking, but there is no clear conclusion about the overall academic achievement. However, in geography learning, there are certain gender differences between male and female students, and the differences in perception, memory, attention, mental energy and geographical interest are larger. On the basis of the study, the results of the first grade simulation test of the first grade of the first grade in Hanzhoung city of Shaanxi, Shaanxi Province, were compared. The rationality of the sample was ensured before the test, including the normal distribution of the male and female ratio and the examination results. The results showed that the male students were the total score, the objective problem or the subjective question in the test. The probability of the independent sample t test carried out by SPSS analysis is 0.019,0.027 and 0.048, respectively, which are less than the significant level of 0.05. This proves that there is a significant difference between the male and female students in the geography exam results. The results showed that the two groups had different views on geography, preference, learning habits and methods, among which boys were more interested in geography than girls, and they were more able to master appropriate learning methods, but they were diligent and serious in learning habits. After the difference in the study of the subject, we have explored the influencing factors, mainly on the two aspects of the physiological factors and the school education factors. We can not modify and change the genes, but the school education factors closely related to the curriculum can be left and right. This article took a lot of attempts. To explore the countermeasures to reduce the gender differences in geography learning, the corresponding countermeasures are put forward from the views of geography teachers, the establishment of teaching objectives, the selection of teaching content, the adoption of teaching methods and the way of teaching evaluation. Education is an important way to promote human progress and social development. As an educator, In the classroom teaching, we must pay attention to the students' subjectivity, carefully observe and understand the development characteristics of the students and give full play to the students' subjective initiative. We should not only start from the personality, but also consider the commonness, improve the attention of the geography teaching workers to the gender differences, abandon their own gender stereotyped concept, and close the practice of geography teaching. Gender differences are used to guide students and girls to play their respective advantages to achieve a consistent level of development.

【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.55

【參考文獻】

相關期刊論文 前4條

1 馮建軍;關于現(xiàn)階段我國教育機會均等問題的研究[J];華東師范大學學報(教育科學版);1996年01期

2 佟玉英;張景海;;SPSS軟件在心理學科研統(tǒng)計中的應用[J];黑龍江教育學院學報;2007年08期

3 張麗莉;;論性別差異及其教育策略[J];淮南師范學院學報;2011年04期

4 史亞娟;華國棟;;論差異教學與教育公平[J];教育研究;2007年01期

相關碩士學位論文 前1條

1 張璐;中學語文性別差異教學研究[D];山東師范大學;2007年

，

本文編號：1831610