本文選題：女性學(xué) + 女性學(xué)課程��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：自20世紀(jì)60年代起,女性學(xué)研究就不斷走進(jìn)人們的視野:婦女/性別研究機(jī)構(gòu)與中心逐步成熟、女性學(xué)專著陸續(xù)發(fā)行、女性學(xué)課程在高校課堂中不斷嵌入、學(xué)科建設(shè)及教學(xué)科研力度不斷加強(qiáng)。當(dāng)代女大學(xué)生的培養(yǎng)質(zhì)量對高校的管理、建設(shè)和改革都有著重要的影響,不僅影響著一流學(xué)科和世界一流大學(xué)的建設(shè),而且關(guān)聯(lián)著國家綜合實(shí)力的增長和世界的可持續(xù)發(fā)展。為了提高女大學(xué)生培養(yǎng)質(zhì)量,2006年首批中華女子學(xué)院設(shè)立女性學(xué)本科專業(yè),各高校陸續(xù)開設(shè)女性與性別研究的通識課、選修課和必修課,女性學(xué)相關(guān)課程定位、教學(xué)內(nèi)容、教學(xué)目標(biāo)等也成為討論的熱點(diǎn)。但是,在女性學(xué)學(xué)科建設(shè)的過程中出現(xiàn)了課程設(shè)置不完善,課程設(shè)置需求不明確等問題。課程設(shè)置是實(shí)現(xiàn)專業(yè)培養(yǎng)目標(biāo)的基本途徑,是實(shí)現(xiàn)教育目的的重要一環(huán)。女性學(xué)課程設(shè)置需求是指女大學(xué)生當(dāng)前所接觸到的女性學(xué)課程體系和想要獲得的女性學(xué)課程體系之間的不平衡所引起的缺乏狀態(tài)。本研究通過數(shù)據(jù)分析較為科學(xué)地展示此類“缺乏狀態(tài)”:在綜合類高校,高校女性學(xué)課程需求廣泛,存在課程設(shè)置不合理、結(jié)構(gòu)不科學(xué),教學(xué)目標(biāo)不明確等特征。本研究主要采用問卷調(diào)查法,結(jié)合訪談法,在S大學(xué)、Y大學(xué)、C大學(xué)、Z大學(xué)和G大學(xué)進(jìn)行隨機(jī)抽樣展開調(diào)查,共完成了以下工作:一是綜述文獻(xiàn)。梳理了國內(nèi)外女性學(xué)課程設(shè)置研究的文獻(xiàn),并對相關(guān)女性學(xué)的學(xué)術(shù)研討會、學(xué)科體系建設(shè)發(fā)展歷程、女性學(xué)課程開展的目的與意義以及女性學(xué)所取得成就與面臨的挑戰(zhàn)進(jìn)行粗略回顧;二是調(diào)查工具開發(fā)。在查閱大量文獻(xiàn)、半結(jié)構(gòu)式訪談以及老師同學(xué)協(xié)助的基礎(chǔ)上,形成了《高校女性學(xué)課程設(shè)置需求調(diào)查問卷》和《高校女性學(xué)課程設(shè)置需求訪談提綱》,并在上述5所高校展開相關(guān)調(diào)查;三是數(shù)據(jù)分析。采用描述統(tǒng)計(jì)、獨(dú)立樣本T檢驗(yàn)、單因素ANOVA檢驗(yàn)、因子分析和可靠性分析,對高校女性學(xué)課程設(shè)置需求的總體現(xiàn)狀、高校女性學(xué)課程各維度設(shè)置需求現(xiàn)狀、高校女性學(xué)課程設(shè)置需求的人口社會學(xué)變量差異檢驗(yàn)等進(jìn)行探索;四是分析結(jié)果、充分討論、并得出結(jié)論;五是對策研究。根據(jù)所得結(jié)論,針對其中問題,提出了6項(xiàng)可行性策略;六是驗(yàn)證了3個(gè)原假設(shè)。研究發(fā)現(xiàn):(1)高校大學(xué)生對女性學(xué)課程有較強(qiáng)的需求。大學(xué)生群體對高校女性學(xué)課程設(shè)置需求的6個(gè)維度中強(qiáng)度前三名分別是教學(xué)目標(biāo)(3.98)、師資(3.97)和整體需求(3.71);課程需求維度中包含3個(gè)題目,需求均值全都很高。很好的驗(yàn)證了假設(shè)1:大學(xué)生期望得到良好的女性學(xué)課程。(2)課程定位需求強(qiáng)度排名情況:選修課選修課+必修課必修課。(3)教材使用需求強(qiáng)度排名情況:圍繞教材個(gè)性教學(xué)脫離教材使用固定教材。(4)評價(jià)方法需求強(qiáng)度排名情況:開卷形式教師/家長/同伴撰寫心得閉卷形式。(5)師資需求強(qiáng)度排名情況:豐富學(xué)科知識熟知學(xué)科各領(lǐng)域高學(xué)歷。(6)男女性別在整體需求、教學(xué)目標(biāo)、教材使用、師資方面4個(gè)維度及總均分中存在顯著差異;城鎮(zhèn)生源和農(nóng)村生源在教學(xué)目標(biāo)、教材使用2個(gè)需求維度上存在顯著差異;有宗教信仰和無宗教信仰在課程師資方面存在顯著差異;雙親撫養(yǎng)和其他撫養(yǎng)方式在課程師資維度中存在顯著差異;S大學(xué)與Z大學(xué)、G大學(xué)與Z大學(xué)在整體需求方面存在顯著差異。(7)人口社會學(xué)變量,像漢族與少數(shù)民族、獨(dú)生子女與非獨(dú)生子女,不同經(jīng)濟(jì)情況、不同年級、不同專業(yè)的大學(xué)生在女性學(xué)課程整體需求、課程定位、教學(xué)目標(biāo)、課程教材使用、課程評價(jià)、課程師資6個(gè)維度中差異均不顯著。(8)女大學(xué)生在6個(gè)維度及總均分中的需求水平均高于男生;獨(dú)生子女在除整體需求外的5個(gè)維度和總均分上均高于非獨(dú)生子女;雙親撫養(yǎng)的大學(xué)生在6個(gè)維度和需求總分上均高于其他撫養(yǎng)方式;城鎮(zhèn)生源地大學(xué)生在除整體需求外的5個(gè)維度和總均分上的需求強(qiáng)度均高于農(nóng)村生源地;文科生在除課程目標(biāo)外的5個(gè)維度和總均分上均高于理科生。(9)當(dāng)代高校大學(xué)生最希望開設(shè)的女性學(xué)課程內(nèi)容有:現(xiàn)代禮儀(11.38)形體訓(xùn)練(8.69)女性心理與生理(8.53)女性就業(yè)(6.37)美容化妝與服飾搭配(5.64)。本研究創(chuàng)新之處:(1)梳理了5所綜合類高校女性學(xué)課程設(shè)置的現(xiàn)狀與其在教學(xué)實(shí)踐中的各類問題。(2)自行編制《高校女性學(xué)課程設(shè)置需求調(diào)查問卷》和《高校女性學(xué)課程設(shè)置需求訪談提綱》,對當(dāng)代大學(xué)生對女性學(xué)課程各方面設(shè)置的需求進(jìn)行實(shí)證調(diào)查。本研究可以進(jìn)一步拓展:首先,進(jìn)一步調(diào)查影響高校女性學(xué)課程開展的因素有哪些,找出核心因素以便順利解決需求問題;其次,進(jìn)一步研究高校女大學(xué)生優(yōu)質(zhì)教學(xué)的內(nèi)涵,探索提高女大學(xué)生教學(xué)質(zhì)量路徑;第三,采用參與式研究方法研究女性學(xué)課程對當(dāng)代女大學(xué)生教學(xué)質(zhì)量的影響。
[Abstract]:Since 1960s, feminist research has been in the field of vision: Women / gender research institutions and centers are gradually mature, feminist monographs have been published, women's courses are continuously embedded in college classes, discipline construction and teaching and scientific research are constantly strengthened. The reform has an important influence, not only affecting the construction of first-class disciplines and world class universities, but also related to the growth of national comprehensive strength and the sustainable development of the world. In order to improve the quality of the training of female students, the first batch of China Women's University set up a female undergraduate major in 2006. The general education, elective and compulsory courses, the orientation of the related courses of women, the content of teaching and the goal of teaching have also become the hot spots. However, there are some problems in the course of the construction of the subject of feminism, such as the imperfect curriculum setting and the unclear requirement of the course setting. The course setting is the basic way to realize the goal of the professional training and the realization of the education. The need for the curriculum of feminism refers to the lack of balance between the feminist curriculum system and the feminist curriculum system that the female students are exposed to. This study shows the "lack of state" scientifically through data analysis: in the comprehensive college, college feminism The curriculum needs a wide range of features, such as unreasonable course setting, unscientific structure and unclear teaching objectives. This study mainly uses questionnaire survey method and interview method to carry out random sampling in S University, Y University, C University, Z University and G University and complete the work: first, the literature reviews the women's courses at home and abroad. The literature of the study, the Academic Symposium on the related feminism, the course of the development of the discipline system, the purpose and significance of the development of the feminist curriculum, the achievements and challenges of the feminism are briefly reviewed. The two is the development of investigation tools. The basis of the literature, the semi structural interview and the basis for the assistance of the teachers and students. At the same time, we have formed the questionnaire for the requirements of the curriculum of College feminism curriculum and the outline of the demand interview for the curriculum of College feminism, and carried out the related investigation in the above 5 colleges and universities. The three is the data analysis. The requirements of descriptive statistics, independent sample T test, single factor ANOVA test, factor analysis and reliability analysis are used to set up demand for college feminist courses. The overall status quo, the requirements of various dimensions of College feminism curriculum, the requirements of the college feminist curriculum for the demographic and sociological variables of the difference test to explore; four is the results of the analysis, fully discussed, and draw conclusions; five is a countermeasure research. According to the conclusions, 6 feasibility strategies are put forward to the problem; six is verified. 3 original hypotheses. The study found that: (1) college students have a strong demand for the course of feminism. Among the 6 dimensions of the college feminist curriculum, the top three are teaching goals (3.98), teachers (3.97) and the overall demand (3.71); the curriculum demand dimension contains 3 titles, and the average demand is all very high. The hypothesis that 1: college students expect to get a good feminist course. (2) the position of the demand intensity of the course orientation: Elective Course + compulsory course of compulsory course. (3) the use of demand intensity in the teaching material: around the teaching material personality teaching from the teaching material use fixed teaching materials. (4) the evaluation method demand intensity ranking situation: uncoiling form teachers / home The length / companion writes the form of close coiling. (5) the rank of teachers' demand intensity: rich subject knowledge is well known in all fields of discipline. (6) there are significant differences in the overall needs, teaching objectives, teaching materials use, teachers' 4 dimensions and total equall; the urban and rural sources are in the teaching objectives, and the teaching materials are used in 2 demand dimensions. There are significant differences in degree. There are significant differences between religious beliefs and non religious beliefs in curriculum teachers; there are significant differences in the dimension of curriculum teachers; there are significant differences in the overall demand between S University and Z University, G University and Z University. (7) demographic sociological variables, such as Han and minority nationalities, Only children and non only children, different economic situation, different grades, different majors in the overall needs of the female study curriculum, curriculum orientation, teaching objectives, curriculum teaching materials use, curriculum evaluation, the 6 dimensions of curriculum teachers are not significant differences. (8) female students in the 6 dimensions and the total average level are higher than boys; The 5 dimensions and the total average score of the raw children are higher than that of the non only children; the 6 dimensions and the total scores are higher than those of the other ways of raising the students. The demand intensity of the 5 dimensions and the total average of the urban students in urban areas is higher than that in the rural areas. The 5 dimensions and the total equalities outside the goal are higher than that of the science students. (9) the content of the feminist courses that the contemporary college students most wish to offer is: Modern Etiquette (11.38) form training (8.69) female psychology and physiology (8.53) female employment (6.37) beauty and dress and clothing (5.64). The innovation of this study: (1) combing 5 comprehensive college girls The present situation of the curriculum of sexology and the various problems in the teaching practice. (2) compiling a questionnaire for the requirements for the setting up of the requirements for the setting up of the curriculum for women's courses in Colleges and universities and the outline of the requirements for the setting up of the requirements for the course of feminology in Colleges and universities. To further investigate the factors affecting the development of female college courses in Colleges and universities, find out the core factors in order to solve the problem of demand smoothly. Secondly, further study the connotation of high quality teaching for female college students and explore the way to improve the quality of female students' teaching quality; third, adopt the participatory research method to study the feminist course to the contemporary female college students. The influence of teaching quality.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G642.3

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