發(fā)布時(shí)間：2018-06-06 15:07

  本文選題：高中生 + 歷史學(xué)習(xí)�。� 參考：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：毫無疑問,性別差異是客觀存在的,高中男女生在歷史學(xué)習(xí)上存在著一定的相同點(diǎn),但又有表現(xiàn)出各自不同的群體特性。正確認(rèn)識(shí)并承認(rèn)這種差異的存在是有必要的,有利于促進(jìn)教師的教學(xué)方法、教學(xué)評(píng)價(jià)等方面的轉(zhuǎn)變。對(duì)學(xué)生而言,有利于全體學(xué)生的全面發(fā)展。本論文立足于國(guó)內(nèi)外相關(guān)文獻(xiàn)和研究成果,并結(jié)合學(xué)習(xí)心理學(xué)、性別差異心理學(xué)及性別差異教育學(xué)、歷史學(xué)科教育學(xué)等相關(guān)理論,通過問卷、訪談等形式,從學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)方法與態(tài)度、學(xué)習(xí)結(jié)果等方面進(jìn)行性別差異調(diào)查分析,在此基礎(chǔ)上提出具體的教學(xué)策略。調(diào)查發(fā)現(xiàn),男女生在高中歷史學(xué)習(xí)中確實(shí)存在著差異,在歷史學(xué)習(xí)動(dòng)機(jī)上,男生學(xué)習(xí)歷史的深層次動(dòng)機(jī)要高于女生;在學(xué)習(xí)方法上,男生學(xué)習(xí)方法和思維比女生活躍,而且男生學(xué)好歷史的自信心也高于女生,但就課堂的表現(xiàn)來看,女生更為認(rèn)真,而男生則“熱情有余,行動(dòng)不足”:在學(xué)習(xí)結(jié)果方面,女生由于態(tài)度認(rèn)真,學(xué)習(xí)成績(jī)普遍比男生好,但女生在知識(shí)的掌握如重難點(diǎn)的把握以及新舊知識(shí)的聯(lián)系方面比不上男生。通過分析發(fā)現(xiàn),性別差異產(chǎn)生的原因無外乎為四個(gè)方面(1)生理因素;(2)主觀心理因素;(3)傳統(tǒng)文化與教育的客觀環(huán)境因素。有證據(jù)表明一些性別差異可能是由于生物學(xué)的原因?qū)е碌?但生物學(xué)意義上的兩性分化對(duì)現(xiàn)實(shí)生活中存在的男女性別差異的貢獻(xiàn)是非常有限的,主要還是主觀心理因素以及教育環(huán)境決定的。主觀心理因素主要包括學(xué)生認(rèn)知方式上和非智力因素上的差異。傳統(tǒng)的文化與教育環(huán)境如教師的性別觀念、教材的性別傾向;(4)高中歷史學(xué)科的知識(shí)特點(diǎn),具體包括科學(xué)性與思想性、過去性與不可再現(xiàn)性以及綜合性與系統(tǒng)性。根據(jù)對(duì)高中生產(chǎn)生性別差異的原因分析,筆者得出基于性別差異的教學(xué)策略:第一,改變傳統(tǒng)的性別觀念,克服性別角色刻板印象;第二,因“性”施教,采取多樣化的教學(xué)方法,根據(jù)男女生各自不同的特點(diǎn),改進(jìn)教學(xué)內(nèi)容、教學(xué)策略、教學(xué)評(píng)價(jià)方式:第三,注重培養(yǎng)女生的歷史學(xué)習(xí)興趣與歷史思維,激發(fā)學(xué)生學(xué)習(xí)歷史的興趣,增強(qiáng)女生學(xué)好歷史的信心,促進(jìn)女生的歷史思維能力的提升。
[Abstract]:There is no doubt that gender differences exist objectively. There are some similarities in history learning between male and female students in senior high school, but they also show different group characteristics. It is necessary to correctly recognize and admit the existence of this difference, which is helpful to promote the transformation of teachers' teaching methods and teaching evaluation. For students, it is conducive to the overall development of all students. This paper is based on the relevant literature and research results at home and abroad, and combines the relevant theories of learning psychology, gender difference psychology and gender difference pedagogy, history pedagogy and so on, through questionnaire, interview and other forms, from the learning motivation. On the basis of investigation and analysis of gender differences in learning methods and attitudes and learning results, specific teaching strategies are put forward. The investigation found that there is a real difference between male and female students in history learning in senior high school. In history learning motivation, boys have higher deep-seated motivation than girls. In learning methods, boys are more active in learning methods and thinking than girls. Moreover, boys also have more confidence in learning history than girls, but in terms of classroom performance, girls are more serious, while boys are "more enthusiastic and less active": in terms of learning results, girls are motivated by serious attitudes. The academic achievement is generally better than that of boys, but girls are not as good as boys in mastering knowledge such as difficult points and the connection between new and old knowledge. Through analysis, it is found that the causes of gender difference are nothing more than four aspects: 1) physiological factors (2) subjective psychological factors (3) objective environmental factors of traditional culture and education. There is evidence that some gender differences may be caused by biological reasons, but the contribution of biological gender differentiation to the existence of gender differences in real life is very limited. It is mainly determined by subjective psychological factors and educational environment. Subjective psychological factors mainly include the differences between students' cognitive style and non-intelligence factors. The traditional cultural and educational environment, such as teachers' gender concept, the gender tendency of teaching materials, etc. (4) the knowledge characteristics of history subjects in senior high school, including science and ideology, past and non-reproducibility, and comprehensiveness and systematicness. Based on the analysis of the causes of gender differences in senior high school students, the author concludes that the teaching strategies based on gender differences are as follows: first, to change the traditional gender concept and overcome the stereotype of gender roles; second, to teach because of "sex". Adopting various teaching methods, according to the different characteristics of male and female students, improving the teaching contents, teaching strategies, teaching evaluation methods: third, pay attention to the cultivation of female students' interest in historical learning and historical thinking, and stimulate students' interest in learning history. Enhance girls' confidence in learning history and promote their ability to think in history.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.51

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