性別角色期待：初中男生“學(xué)習(xí)劣勢”的誤讀
發(fā)布時間：2018-09-10 08:58
【摘要】：初中男生學(xué)習(xí)情況已成為現(xiàn)今性別教育的新熱話題。本文以初中男生為研究對象,通過分析現(xiàn)有男生“學(xué)習(xí)劣勢”的觀點,并結(jié)合筆者的實踐調(diào)查,以驗證初中男生不存在“學(xué)習(xí)劣勢”的假設(shè)為核心,分別驗證了四個具體假設(shè)：1、男生總體成績并未出現(xiàn)大幅落后。2、學(xué)校教師的性別結(jié)構(gòu)對男生具有積極影響。3、男生的智商認同度與課堂被觀察度均較高。4、學(xué)校的教育評價方式對男生較為公平。最終得出五點結(jié)論：1、初中男生學(xué)習(xí)現(xiàn)狀良好,未出現(xiàn)大幅度落后現(xiàn)象。2、教師對男生更高的期望對男生的學(xué)習(xí)具有正向的影響。3、男生的智商認同度與課堂被關(guān)注度較高,擁有積極的學(xué)習(xí)環(huán)境。4、學(xué)�，F(xiàn)有評價方式對男生是公平的,不能作為男生“學(xué)習(xí)劣勢”的成因。5、初中男生“學(xué)習(xí)劣勢”是對男生過高的性別角色期待而產(chǎn)生的誤讀。經(jīng)過對初中男生學(xué)習(xí)情況的教師與學(xué)生問卷進行統(tǒng)計分析,基本上驗證了本研究所提出的研究假設(shè)。調(diào)查結(jié)果顯示：1、初中男生學(xué)習(xí)現(xiàn)狀良好。男生的成績分布均勻,成績中等偏上與較差的男生較多,成績較好、中等與中等偏下的男生與女生人數(shù)相近,成績檔次中位數(shù)傾向于較好。2、教師對男生期待更高,對男生更為嚴格。筆者通過線性回歸方程得出教師性別比例與學(xué)生成績呈負相關(guān),即教師性別比例差距越大學(xué)生成績越低,教師對男女學(xué)生的偏愛與學(xué)生成績不相關(guān),教師與學(xué)生的溝通對學(xué)生成績的影響有正向的影響。3、男生的智商認同度與課堂被關(guān)注度較高,擁有積極的學(xué)習(xí)環(huán)境。教師對女生的智商認同度較高,學(xué)生群體對男生的智商認同度較高,其中很多女生也認為男生的智商更高。筆者通過調(diào)查教師對學(xué)生的課堂提問情況發(fā)現(xiàn),無論是平時上課還是在公開課上,教師對男生的提問都多于對女生的提問。4、學(xué)�，F(xiàn)有評價方式對男生是公平的,不能作為男生“學(xué)習(xí)劣勢”的成因。擔(dān)任過班委的女生略多于男生,但是比例差距并不大；男生與女生是否想當(dāng)班委的人數(shù)比例差不多。在學(xué)�，F(xiàn)有評價方式方面,統(tǒng)計結(jié)果顯示學(xué)校以考試成績、遵守紀律和品德為主要的評價方式,學(xué)生期望教師和學(xué)�？梢匀矫鎸ζ溥M行評價。學(xué)生與教師都認為現(xiàn)有的評價方式?jīng)]有對男生產(chǎn)生不公平。初中男生的學(xué)習(xí)影響以正面影響為主,初中男生的成績處于正常水平,也擁有更多的社會期望和更嚴格的要求。社會上出現(xiàn)的男生危機的觀念,是由于對男生有更高的期望,當(dāng)男生的表現(xiàn)沒有達到一貫的高期望的標準時就被誤解為正處于劣勢。
[Abstract]:The study of junior middle school boys has become a new hot topic of gender education. This article takes the junior middle school boys as the research object, through the analysis of the existing male students'"learning inferiority" viewpoint, and the author's practice investigation, to verify the junior middle school boys do not exist the "learning disadvantage" hypothesis as the core, Four specific hypotheses: 1: 1, male students' overall scores did not show significant backwardness. The gender structure of school teachers had a positive effect on boys. 3. Boys'IQ identity and classroom observation were higher. 4. The way of education evaluation is more fair to boys. Finally, it is concluded that five points: 1, the study status of junior middle school boys is good, and there is no significant backward phenomenon. The teachers' higher expectations for boys have a positive effect on boys' learning. 3. The boys'IQ identity and classroom attention are higher. With a positive learning environment. 4, the existing evaluation methods of the school are fair to the boys and cannot be regarded as the cause of the boys'"learning inferiority" .5.The junior middle school boys'"learning inferiority" is the misreading of the boys' excessive expectation of gender roles. Through the statistical analysis of teachers and students' questionnaire of junior middle school boys' learning situation, the research hypotheses proposed by this research are basically verified. The survey results show that the junior high school boys study well. The boys' scores were evenly distributed, the middle and lower grades were higher and the scores were better, the number of middle and middle level boys and girls were similar, the median grades tended to be better, and teachers had higher expectations of boys. Be more strict with boys. Through the linear regression equation, the author concludes that the gender ratio of teachers is negatively correlated with students' achievement, that is, the gender ratio gap of teachers is lower than that of college students, and teachers' preference for male and female students is not related to students' achievement. The communication between teachers and students has a positive effect on students' achievement. The boys'IQ identity and classroom attention are higher, and they have a positive learning environment. Teachers have a higher degree of recognition to female students and students to boys, many of whom also think that boys have higher IQ. By investigating teachers' questioning of students in class, the author finds that teachers ask more questions to boys than to girls, and the existing evaluation methods are fair to boys. It can not be regarded as the cause of boys'"learning inferiority". There were slightly more women than boys in the class committee, but the difference was not large; the proportion of boys and girls wanting to be a class committee was about the same. In the aspect of school evaluation, the statistical results show that the main evaluation methods are examination results, discipline and morality, and students expect teachers and schools to evaluate them in all aspects. Both students and teachers agree that the existing evaluation methods are not unfair to boys. The influence of junior middle school boys' learning is mainly positive. The junior middle school boys' achievement is in the normal level, and they also have more social expectations and more strict requirements. The concept of boys' crisis in society is due to higher expectations of boys. When boys' performance does not meet the standard of consistently high expectations, they are misunderstood as being at a disadvantage.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G635.5
本文編號：2233981
[Abstract]:The study of junior middle school boys has become a new hot topic of gender education. This article takes the junior middle school boys as the research object, through the analysis of the existing male students'"learning inferiority" viewpoint, and the author's practice investigation, to verify the junior middle school boys do not exist the "learning disadvantage" hypothesis as the core, Four specific hypotheses: 1: 1, male students' overall scores did not show significant backwardness. The gender structure of school teachers had a positive effect on boys. 3. Boys'IQ identity and classroom observation were higher. 4. The way of education evaluation is more fair to boys. Finally, it is concluded that five points: 1, the study status of junior middle school boys is good, and there is no significant backward phenomenon. The teachers' higher expectations for boys have a positive effect on boys' learning. 3. The boys'IQ identity and classroom attention are higher. With a positive learning environment. 4, the existing evaluation methods of the school are fair to the boys and cannot be regarded as the cause of the boys'"learning inferiority" .5.The junior middle school boys'"learning inferiority" is the misreading of the boys' excessive expectation of gender roles. Through the statistical analysis of teachers and students' questionnaire of junior middle school boys' learning situation, the research hypotheses proposed by this research are basically verified. The survey results show that the junior high school boys study well. The boys' scores were evenly distributed, the middle and lower grades were higher and the scores were better, the number of middle and middle level boys and girls were similar, the median grades tended to be better, and teachers had higher expectations of boys. Be more strict with boys. Through the linear regression equation, the author concludes that the gender ratio of teachers is negatively correlated with students' achievement, that is, the gender ratio gap of teachers is lower than that of college students, and teachers' preference for male and female students is not related to students' achievement. The communication between teachers and students has a positive effect on students' achievement. The boys'IQ identity and classroom attention are higher, and they have a positive learning environment. Teachers have a higher degree of recognition to female students and students to boys, many of whom also think that boys have higher IQ. By investigating teachers' questioning of students in class, the author finds that teachers ask more questions to boys than to girls, and the existing evaluation methods are fair to boys. It can not be regarded as the cause of boys'"learning inferiority". There were slightly more women than boys in the class committee, but the difference was not large; the proportion of boys and girls wanting to be a class committee was about the same. In the aspect of school evaluation, the statistical results show that the main evaluation methods are examination results, discipline and morality, and students expect teachers and schools to evaluate them in all aspects. Both students and teachers agree that the existing evaluation methods are not unfair to boys. The influence of junior middle school boys' learning is mainly positive. The junior middle school boys' achievement is in the normal level, and they also have more social expectations and more strict requirements. The concept of boys' crisis in society is due to higher expectations of boys. When boys' performance does not meet the standard of consistently high expectations, they are misunderstood as being at a disadvantage.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G635.5
【參考文獻】
相關(guān)期刊論文 前1條
1 趙惠;劉瑞成;劉濤;;義務(wù)教育階段男生學(xué)業(yè)劣勢現(xiàn)象研究[J];教育理論與實踐;2009年11期
，本文編號：2233981
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