本文選題：性別角色刻板印象 + 新疆少數(shù)民族中學(xué)生��； 參考：《石河子大學(xué)》2017年碩士論文

【摘要】：性別角色刻板印象一經(jīng)形成就會對個體的人際交往、問題解決、壓力應(yīng)對、職業(yè)抉擇等產(chǎn)生影響。在學(xué)校教育中性別角色刻板印象不僅會使教師的教育行為發(fā)生偏差,而且也影響了學(xué)生對自身和他人的期望和評價。少數(shù)民族中學(xué)生處于性別角色認(rèn)同形成的關(guān)鍵階段,并且在漢語學(xué)習(xí)過程中所接觸到性別差異方面的內(nèi)容和知識更是比其他學(xué)科多,也更易受到性別刻板印象的影響。因此,以新疆少數(shù)民族中學(xué)生為研究對象,以性別角色刻板印象對新疆少數(shù)民族中學(xué)生漢語學(xué)習(xí)的影響為主要研究內(nèi)容是對雙語教育的回應(yīng),也是促進(jìn)民族地區(qū)基礎(chǔ)教育均衡發(fā)展,提升教育質(zhì)量,實現(xiàn)教育公平的重要途徑。本研究具體包含以下研究內(nèi)容:首先,運(yùn)用文獻(xiàn)分析法,從理論上對性別角色刻板印象進(jìn)行概念的梳理,并論述了理論基礎(chǔ)。其次,運(yùn)用問卷調(diào)查法和訪談法,從師生的態(tài)度、課堂教學(xué)、教材以及學(xué)校環(huán)境等層面,分析了在性別角色刻板印象對漢語學(xué)習(xí)的影響現(xiàn)狀、存在的問題及產(chǎn)生的原因;再次,針對存在的性別角色刻板印象問題提出弱化的對策建議。通過調(diào)查分析得知,絕大多數(shù)教師和學(xué)生在漢語文學(xué)習(xí)上受性別角色刻板印象的影響,主要表現(xiàn)為以下幾方面:第一,部分師生認(rèn)為男生漢語學(xué)習(xí)比女生困難要大,并且大部分教師和學(xué)生在職業(yè)傾向上存在明顯的性別角色刻板印象;第二,在課堂教學(xué)中,大部分教師在選擇教學(xué)資源,不存在性別角色刻板印象,但在備課、教學(xué)目標(biāo)實施、課堂教學(xué)行為中均存在不同程度的刻板印象。第三,部分教師認(rèn)為男生漢語水平低于女生,在布置作業(yè)的類型、難度上存在性別偏差,此外在作業(yè)的評價標(biāo)準(zhǔn)和批改方式上對男生的要求較女生低。第四,在學(xué)生漢語學(xué)習(xí)的評價方法上教師對男生采用的評價方法豐富,對女生相對簡單一些;在評價內(nèi)容上也存在性別角色刻板印象,認(rèn)為女生的漢語知識和情感比男生豐富,男生在知識運(yùn)用方面比女生強(qiáng)。第五,教材選用上兩性平等意識模糊,在教材內(nèi)容中男性出現(xiàn)的比例較高,并且在男女形象塑造方面存在男強(qiáng)女弱的偏頗。第六,校園環(huán)境布置上,男生出現(xiàn)的頻率高于女生,性別角色刻板印象明顯;就家長教養(yǎng)態(tài)度來說,大部分家長會根據(jù)性別刻板印象看待子女。針對上述問題從國家、學(xué)校、教師、教科書層面,提出弱化性別角色刻板印象的建議對策:首先,在國家層面上。健全相關(guān)政策法規(guī),加大性別平等教育宣傳,提升性別平等理論水平。其次,學(xué)校環(huán)境層面。一方面,基于已有課程文本,將性別平等理念融入漢語課程設(shè)計中。另一方面,將性別公平理念融入學(xué)校有形的環(huán)境建設(shè)中,營造公平公正的校園文化。還應(yīng)加強(qiáng)家校合作。讓學(xué)校幫助家長樹立平等的教育意識,家長監(jiān)督學(xué)校的性別教育平等的實施。再次,教師層面。提升性別角色刻板印象敏感度,樹立“性別公平”的價值取向;改進(jìn)教師的教學(xué)行為,創(chuàng)設(shè)公平公正的課堂氛圍。最后,教科書層面。喚醒教材編寫者的性別平等意識,將性別意識納入教材的編撰中,并作為審定教材的標(biāo)準(zhǔn)之一,并將性別平等納入漢語課程標(biāo)準(zhǔn)中。
[Abstract]:The stereotype of gender roles affects individual interpersonal communication, problem solving, stress response, career choice and so on. In school education, stereotyped stereotypes not only make teachers' educational behavior deviate, but also affect students' expectations and evaluations of themselves and others. Minority students are in the middle school. In the process of Chinese learning, the content and knowledge of gender differences are more than other subjects and more vulnerable to gender stereotypes in the process of Chinese learning. Therefore, Xinjiang minority middle school students are taken as the research object and the sexual role stereotype of the minority middle school students in Xinjiang. The influence of language learning is that the main research content is the response to bilingual education. It is also an important way to promote the balanced development of basic education in ethnic areas, improve the quality of education and realize the fairness of education. And then the theoretical basis is discussed. Secondly, using the questionnaire survey method and interview method, this paper analyzes the current situation, problems and causes of the influence of gender role stereotype on Chinese learning from the attitude of teachers and students, classroom teaching, teaching materials and school environment. Through investigation and analysis, it is found that most teachers and students are influenced by the stereotype of gender roles in Chinese language learning. First, some teachers and students think that male students are more difficult to learn Chinese than girls, and most teachers and students have obvious gender roles in their professional tendencies. Stereotype; second, in the classroom teaching, most teachers choose teaching resources, there is no stereotype of gender role, but there are different stereotypes in the preparation, the implementation of teaching objectives, and the classroom teaching behavior. Third, some teachers think that the male students are lower than the female students, and there are some difficulties in the arrangement of the types of homework. In addition, the requirement of the evaluation standard and the way of correcting the homework is lower than that of the girl students. Fourth, in the evaluation method of the students' Chinese learning, the teachers' evaluation method is rich and the girls are relatively simple. There is also a gender stereotype on the content of the evaluation, and the female students' Chinese knowledge and emotion ratio are considered. Boys are rich, boys are better than girls in the use of knowledge. Fifth, the use of gender equality awareness is vague, the proportion of men in the teaching material is higher, and there is a strong bias in male and female image shaping. Sixth, the campus environment layout, the frequency of boys is higher than the girls, gender role stereotyped impression In terms of parenting attitude, most parents look at their children according to the gender stereotype. In view of the above problems, from the state, school, teacher and textbook level, the suggestions are put forward to weaken the stereotype of gender roles: first, at the national level, improve the relevant policies and regulations, increase gender equality education and promote gender equality. Theoretical level. Secondly, the school environment level. On the one hand, based on the existing curriculum text, the concept of gender equality is integrated into the Chinese curriculum design. On the other hand, the concept of gender equity is integrated into the physical environment construction of the school to create a fair and just campus culture. Knowledge, parents supervise the implementation of gender education equality in school. Again, teachers level. Enhance gender role stereotype sensitivity, establish the value orientation of "gender equity"; improve teachers' teaching behavior, create a fair and just classroom atmosphere. Finally, the textbook level. In the compilation of textbooks, it is also one of the criteria for the examination of teaching materials and the incorporation of gender equality into the Chinese curriculum standard.

【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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