【摘要】：本研究的目的是考查武漢市3-6歲幼兒雙性化教育的現(xiàn)狀,并探討影響幼兒雙性化教育的因素,主要采用測量法和問卷法。分別選取兩所幼兒園的小、中、大班共160名幼兒作為測量研究的被試,同時(shí)選取幼兒對應(yīng)班級的教師和幼兒對應(yīng)家長分別進(jìn)行問卷調(diào)查研究。 首先利用修訂后的貝姆量表對受試幼兒進(jìn)行測量,得出幼兒的性別角色類型分布情況,著重分析雙性化個(gè)體的分布和發(fā)展?fàn)顩r。利用SPSS軟件分析幼兒性別和年齡與幼兒性別角色類型分布的關(guān)聯(lián)性。其次利用自制問卷對幼兒教師和幼兒家長進(jìn)行調(diào)查,得出兩者在幼兒雙性化教育上的總得分,將該得分進(jìn)行分析得出教師和家長在幼兒雙性化教育上的意識和行為表現(xiàn)情況。并著重分析幼兒家長對幼兒的性格品質(zhì)期待與幼兒性別角色類型分布的相關(guān)性。得到研究結(jié)果如下： 1、在所調(diào)查的3-6歲幼兒中,雙性化個(gè)體在小班占31.6%,中班占86.5%,大班占57.4%,在中班所占比例最大,隨幼兒年齡增大,受社會(huì)文化和成人影響,到大班比例逐漸下降。幼兒的性別角色類型發(fā)展與幼兒性別無關(guān),與年齡有顯著關(guān)聯(lián)。 2、幼兒教師在雙性化教育上的得分均值達(dá)到0.417,總體表現(xiàn)良好且普遍具有正確的性別角色教育觀,但缺少系統(tǒng)的、理論性的方法來指導(dǎo)雙性化教育行為。幼兒家長在雙性化教育上的得分均值只有0.042,總體表現(xiàn)不好,研究顯示雖然幼兒家長對幼兒具有靈活健全的雙性化傾向的品質(zhì)期待,但并不具備雙性化教育意識和行為表現(xiàn),其性別角色教育行為與其性格品質(zhì)期待存在矛盾。這充分說明幼兒家長亟需轉(zhuǎn)變傳統(tǒng)的性別定型觀念,運(yùn)用正確的雙性化教育觀進(jìn)行家庭中的幼兒雙性化教育。 3、幼兒教師的雙性化教育得分與幼兒性別角色類型分布之間不存在顯著性相關(guān),而幼兒家長的雙性化教育得分與幼兒存在顯著性相關(guān)。反映了幼兒家長對幼兒雙性化品質(zhì)形成的重要影響,同時(shí)也不能忽視幼兒教師的教育作用。 最后,為幼兒雙性化教育提出建議和對策。第一,通過社會(huì)文化宣傳傳播正確的性別角色教育觀,改變社會(huì)中傳統(tǒng)的性別定型觀念,發(fā)揮社會(huì)傳播媒體的作用；第二,幼兒教師運(yùn)用正確的性別角色教育觀指導(dǎo)幼兒教育,樹立雙性化的品質(zhì)教育期望；第三,幼兒家長亟需轉(zhuǎn)變傳統(tǒng)的性別角色教育觀,為幼兒的品質(zhì)發(fā)展創(chuàng)造寬松、自由的環(huán)境。
[Abstract]:The purpose of this study is to investigate the present situation of the androgyny education of children aged 3-6 in Wuhan, and to explore the factors that affect the education, mainly by means of measuring method and questionnaire method. A total of 160 children in small, middle and large classes of two kindergartens were selected as subjects, and teachers and parents of corresponding classes were selected to carry out a questionnaire survey. First, the children were measured by the revised Baime scale, and the distribution of sex roles was obtained, and the distribution and development of the androgynous individuals were analyzed. SPSS software was used to analyze the relationship between the gender and age of children and the distribution of their gender roles. Secondly, the self-made questionnaire is used to investigate the children's teachers and parents, and the total scores of the teachers and parents in the children's androgyny education are obtained, and the awareness and behavior of the teachers and parents in the children's androgyny education are obtained by the analysis of the scores. The relationship between parents' expectation of children's character quality and the distribution of children's gender role types was analyzed. The results of the study were as follows: 1 among the children aged 3-6 years surveyed, androgynous individuals accounted for 31.661 in the small class, 86.5 in the middle class, 57.4 percent in the large class, and the largest proportion in the middle class, which was influenced by social culture and adults with the increase of the age of the child. The proportion of students in large classes is decreasing gradually. The development of child's gender role type is not related to the child's sex, but has a significant correlation with the age. (2) the average score of early childhood teachers in bisexual education is 0.417, which is generally good and generally has the correct view of gender role education, but it lacks systematic and theoretical methods to guide the behavior of bisexual education. The average score of parents in androgyny education is only 0.042, and the overall performance is not good. Although the parents of young children have the quality expectation of flexible and sound tendency of androgyny, they do not have the consciousness of androgynous education and behavior performance. There is a contradiction between the educational behavior of gender role and the expectation of character quality. This fully shows that parents need to change the traditional gender stereotypes and use the correct concept of bisexual education in the family of children with bisexual education. 3. There was no significant correlation between the score of androgynous education and the distribution of gender roles, but there was a significant correlation between the scores of parents and children. It reflects the important influence of parents on the formation of children's androgyny, and at the same time, it can not ignore the educational function of preschool teachers. Finally, the author puts forward some suggestions and countermeasures for the androgyny education of young children. First, propagate the correct concept of gender role education through social and cultural propaganda, change the traditional gender stereotypes in society, and give play to the role of social communication media; second, early childhood teachers use the correct concept of gender role education to guide early childhood education. Third, parents should change the traditional concept of gender role education to create a relaxed and free environment for the development of children's quality.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G612

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