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  本文關(guān)鍵詞：高中數(shù)學(xué)學(xué)習(xí)性別差異分析與對策研究　出處：《重慶三峽學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中數(shù)學(xué) 數(shù)學(xué)學(xué)習(xí) 性別差異

【摘要】：數(shù)學(xué)來源于生活,生活中處處有數(shù)學(xué)。數(shù)學(xué)作為基礎(chǔ)學(xué)科,對我們的生活、生產(chǎn)、科技都有巨大的貢獻。因此,在任何求學(xué)階段,數(shù)學(xué)都受到了極大的重視。然而,我們往往會發(fā)現(xiàn),小學(xué)、初中階段女生數(shù)學(xué)學(xué)習(xí)往往略優(yōu)于男生,而上高中后,數(shù)學(xué)變得更加抽象靈活,男女生的數(shù)學(xué)學(xué)習(xí)表現(xiàn)出明顯的差異:男生成績后來居上,男生整體成績高于女生,而且個別女生成績下降非常明顯。這種差異現(xiàn)象引起了國內(nèi)外教育者的廣泛關(guān)注,眾多教育家、研究者紛紛投入到男女生數(shù)學(xué)學(xué)習(xí)性別差異的研究當中。本研究在國內(nèi)外已有研究成果的基礎(chǔ)上,采用文獻研究法、問卷調(diào)查法、訪談法和參數(shù)檢驗法對重慶市萬州區(qū)兩個層次學(xué)校正值高三的學(xué)生進行了數(shù)學(xué)成績統(tǒng)計、問卷調(diào)查、課堂觀察和訪談,發(fā)現(xiàn)高中生數(shù)學(xué)學(xué)習(xí)性別差異確實客觀存在,從高一到高三上(2017年6月參加高考),男生的平均分漸漸高于女生,且男生數(shù)學(xué)成績的穩(wěn)定性好于女生。本文將調(diào)查問卷的內(nèi)容分為八個維度:學(xué)習(xí)興趣與能力、學(xué)習(xí)態(tài)度、應(yīng)試情緒、學(xué)習(xí)方法、家庭教育、教師教育、社會環(huán)境影響和教師性別影響,通過對問卷調(diào)查數(shù)據(jù)的統(tǒng)計分析,發(fā)現(xiàn)產(chǎn)生數(shù)學(xué)學(xué)習(xí)性別差異的因素主要來自于以下八個方面:一、個性心理品質(zhì)的差異,二、自律能力的差異,三、受挫能力的差異,四、學(xué)習(xí)方式的差異,五、父母缺乏正確的教育理念,六、教師對性別的忽視和偏見,七、社會誘惑與社會偏見,八、男女教師比例失衡。本研究根據(jù)以上原因,對癥下藥,提出了針對數(shù)學(xué)學(xué)習(xí)性別差異的三項對策:第一、正視性別差異,"對癥下藥"。這是最主要的措施,根據(jù)男女生各項調(diào)查數(shù)據(jù)的差異采取針對性措施,其中,對男生的教育應(yīng)使其提升自律能力、優(yōu)化學(xué)習(xí)方法、學(xué)會拒絕誘惑,例如:(1)正確引導(dǎo)男生做筆記,(2)加強培養(yǎng)男生的數(shù)學(xué)閱讀能力,(3)引導(dǎo)男生拒絕網(wǎng)絡(luò)誘惑;對女生的教育應(yīng)使其激發(fā)學(xué)習(xí)興趣、提高受挫能力、優(yōu)化學(xué)習(xí)方法,例如:(1)激發(fā)女生的數(shù)學(xué)學(xué)習(xí)興趣,并加強受挫教育,(2)加強女生的思維能力訓(xùn)練,(3)培養(yǎng)女生的數(shù)學(xué)創(chuàng)造意識。第二、消除性別偏見,提高性別敏感意識。本研究談到兩個方面:(1)將樹立正確的性別觀加入教師培訓(xùn)內(nèi)容,(2)將樹立正確的性別觀加入家長會。第三、平衡男女教師比例。研究中主要闡述了兩個方面:(1)革新教師職業(yè)觀,(2)政府采取措施吸引男教師。由于研究范圍和研究時間的限制,以及筆者在理論和實踐上的局限,導(dǎo)致本研究或多或少存在一些不足,但在以后的研究中,筆者會繼續(xù)深入探討針對性別差異的教育方法。
[Abstract]:Mathematics comes from life, there is mathematics everywhere in life. Mathematics as a basic subject, to our life, production, science and technology have a great contribution. Therefore, in any stage of study. Mathematics has been greatly valued. However, we often find that in primary school, junior high school girls tend to slightly better than boys in math learning, and after high school, mathematics becomes more abstract and flexible. There are obvious differences in mathematics learning between boys and girls: boys outperform the former as the latter and boys as a whole have higher scores than girls. And the decline of individual female students' achievement is very obvious. This kind of difference phenomenon has caused the widespread concern of educators at home and abroad, many educationalists. Researchers have been involved in the study of gender differences in mathematics learning between male and female students. Based on the existing research results at home and abroad, this study adopts the method of literature research and questionnaire survey. Interviews and parameter tests were conducted on the students in two levels of high school in Wanzhou district of Chongqing city, including mathematics achievement statistics, questionnaire survey, classroom observation and interview. It is found that there is a real gender difference between senior high school students and senior high school students. In June 2017, the average score of male students was higher than that of female students. The content of the questionnaire is divided into eight dimensions: learning interest and ability, learning attitude, exam-oriented emotion, learning methods, family education, teacher education. Social environment impact and teachers' gender impact, through the statistical analysis of the questionnaire data, we find that the main factors that produce the gender difference in mathematics learning come from the following eight aspects: first, the difference of personality psychological quality, 2. The difference of self-discipline ability, the difference of frustration ability, the difference of learning style, the lack of correct educational idea of parents, the sixth, the neglect and prejudice of teacher to gender, the seventh, social temptation and social prejudice, eight. According to the above reasons, this study puts forward three countermeasures against the gender difference in mathematics learning: first, facing the gender difference, "prescribing the right remedy". This is the most important measure. According to the differences of survey data of male and female students, we should take targeted measures, among which, the education of boys should improve their self-discipline ability, optimize their learning methods, and learn to resist temptation. For example: 1) correctly guide boys to take notes. (2) strengthen the training of boys' reading ability in mathematics. (3) guide boys to refuse the temptation of the Internet; The education of female students should stimulate their interest in learning, improve their ability of frustration, optimize their learning methods, such as: 1) stimulate their interest in mathematics study, and strengthen their frustrated education. (2) strengthen the training of female students' thinking ability. (3) cultivate female students' mathematical creative consciousness. Second, eliminate gender bias. This study refers to two aspects: (1) to establish a correct gender perspective in teacher training. (2) to establish a correct gender perspective to participate in parent-teacher meetings. Balancing the ratio of male and female teachers. The study mainly expounds two aspects: 1) Innovation of teachers' professional outlook. 2) measures taken by the government to attract male teachers. Due to the limitations of the scope of the research and the time limit of the research. As well as the limitations of the author in theory and practice, this study more or less exists some shortcomings, but in the future, the author will continue to explore the gender differences in education methods.
【學(xué)位授予單位】：重慶三峽學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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