性别角色期待：初中男生“学习劣势”的误读
发布时间：2018-09-10 08:58
【摘要】：初中男生学习情况已成为现今性别教育的新热话题。本文以初中男生为研究对象,通过分析现有男生“学习劣势”的观点,并结合笔者的实践调查,以验证初中男生不存在“学习劣势”的假设为核心,分别验证了四个具体假设：1、男生总体成绩并未出现大幅落后。2、学校教师的性别结构对男生具有积极影响。3、男生的智商认同度与课堂被观察度均较高。4、学校的教育评价方式对男生较为公平。最终得出五点结论：1、初中男生学习现状良好,未出现大幅度落后现象。2、教师对男生更高的期望对男生的学习具有正向的影响。3、男生的智商认同度与课堂被关注度较高,拥有积极的学习环境。4、学校现有评价方式对男生是公平的,不能作为男生“学习劣势”的成因。5、初中男生“学习劣势”是对男生过高的性别角色期待而产生的误读。经过对初中男生学习情况的教师与学生问卷进行统计分析,基本上验证了本研究所提出的研究假设。调查结果显示：1、初中男生学习现状良好。男生的成绩分布均匀,成绩中等偏上与较差的男生较多,成绩较好、中等与中等偏下的男生与女生人数相近,成绩档次中位数倾向于较好。2、教师对男生期待更高,对男生更为严格。笔者通过线性回归方程得出教师性别比例与学生成绩呈负相关,即教师性别比例差距越大学生成绩越低,教师对男女学生的偏爱与学生成绩不相关,教师与学生的沟通对学生成绩的影响有正向的影响。3、男生的智商认同度与课堂被关注度较高,拥有积极的学习环境。教师对女生的智商认同度较高,学生群体对男生的智商认同度较高,其中很多女生也认为男生的智商更高。笔者通过调查教师对学生的课堂提问情况发现,无论是平时上课还是在公开课上,教师对男生的提问都多于对女生的提问。4、学校现有评价方式对男生是公平的,不能作为男生“学习劣势”的成因。担任过班委的女生略多于男生,但是比例差距并不大；男生与女生是否想当班委的人数比例差不多。在学校现有评价方式方面,统计结果显示学校以考试成绩、遵守纪律和品德为主要的评价方式,学生期望教师和学校可以全方面对其进行评价。学生与教师都认为现有的评价方式没有对男生产生不公平。初中男生的学习影响以正面影响为主,初中男生的成绩处于正常水平,也拥有更多的社会期望和更严格的要求。社会上出现的男生危机的观念,是由于对男生有更高的期望,当男生的表现没有达到一贯的高期望的标准时就被误解为正处于劣势。
[Abstract]:The study of junior middle school boys has become a new hot topic of gender education. This article takes the junior middle school boys as the research object, through the analysis of the existing male students'"learning inferiority" viewpoint, and the author's practice investigation, to verify the junior middle school boys do not exist the "learning disadvantage" hypothesis as the core, Four specific hypotheses: 1: 1, male students' overall scores did not show significant backwardness. The gender structure of school teachers had a positive effect on boys. 3. Boys'IQ identity and classroom observation were higher. 4. The way of education evaluation is more fair to boys. Finally, it is concluded that five points: 1, the study status of junior middle school boys is good, and there is no significant backward phenomenon. The teachers' higher expectations for boys have a positive effect on boys' learning. 3. The boys'IQ identity and classroom attention are higher. With a positive learning environment. 4, the existing evaluation methods of the school are fair to the boys and cannot be regarded as the cause of the boys'"learning inferiority" .5.The junior middle school boys'"learning inferiority" is the misreading of the boys' excessive expectation of gender roles. Through the statistical analysis of teachers and students' questionnaire of junior middle school boys' learning situation, the research hypotheses proposed by this research are basically verified. The survey results show that the junior high school boys study well. The boys' scores were evenly distributed, the middle and lower grades were higher and the scores were better, the number of middle and middle level boys and girls were similar, the median grades tended to be better, and teachers had higher expectations of boys. Be more strict with boys. Through the linear regression equation, the author concludes that the gender ratio of teachers is negatively correlated with students' achievement, that is, the gender ratio gap of teachers is lower than that of college students, and teachers' preference for male and female students is not related to students' achievement. The communication between teachers and students has a positive effect on students' achievement. The boys'IQ identity and classroom attention are higher, and they have a positive learning environment. Teachers have a higher degree of recognition to female students and students to boys, many of whom also think that boys have higher IQ. By investigating teachers' questioning of students in class, the author finds that teachers ask more questions to boys than to girls, and the existing evaluation methods are fair to boys. It can not be regarded as the cause of boys'"learning inferiority". There were slightly more women than boys in the class committee, but the difference was not large; the proportion of boys and girls wanting to be a class committee was about the same. In the aspect of school evaluation, the statistical results show that the main evaluation methods are examination results, discipline and morality, and students expect teachers and schools to evaluate them in all aspects. Both students and teachers agree that the existing evaluation methods are not unfair to boys. The influence of junior middle school boys' learning is mainly positive. The junior middle school boys' achievement is in the normal level, and they also have more social expectations and more strict requirements. The concept of boys' crisis in society is due to higher expectations of boys. When boys' performance does not meet the standard of consistently high expectations, they are misunderstood as being at a disadvantage.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.5
本文编号：2233981
[Abstract]:The study of junior middle school boys has become a new hot topic of gender education. This article takes the junior middle school boys as the research object, through the analysis of the existing male students'"learning inferiority" viewpoint, and the author's practice investigation, to verify the junior middle school boys do not exist the "learning disadvantage" hypothesis as the core, Four specific hypotheses: 1: 1, male students' overall scores did not show significant backwardness. The gender structure of school teachers had a positive effect on boys. 3. Boys'IQ identity and classroom observation were higher. 4. The way of education evaluation is more fair to boys. Finally, it is concluded that five points: 1, the study status of junior middle school boys is good, and there is no significant backward phenomenon. The teachers' higher expectations for boys have a positive effect on boys' learning. 3. The boys'IQ identity and classroom attention are higher. With a positive learning environment. 4, the existing evaluation methods of the school are fair to the boys and cannot be regarded as the cause of the boys'"learning inferiority" .5.The junior middle school boys'"learning inferiority" is the misreading of the boys' excessive expectation of gender roles. Through the statistical analysis of teachers and students' questionnaire of junior middle school boys' learning situation, the research hypotheses proposed by this research are basically verified. The survey results show that the junior high school boys study well. The boys' scores were evenly distributed, the middle and lower grades were higher and the scores were better, the number of middle and middle level boys and girls were similar, the median grades tended to be better, and teachers had higher expectations of boys. Be more strict with boys. Through the linear regression equation, the author concludes that the gender ratio of teachers is negatively correlated with students' achievement, that is, the gender ratio gap of teachers is lower than that of college students, and teachers' preference for male and female students is not related to students' achievement. The communication between teachers and students has a positive effect on students' achievement. The boys'IQ identity and classroom attention are higher, and they have a positive learning environment. Teachers have a higher degree of recognition to female students and students to boys, many of whom also think that boys have higher IQ. By investigating teachers' questioning of students in class, the author finds that teachers ask more questions to boys than to girls, and the existing evaluation methods are fair to boys. It can not be regarded as the cause of boys'"learning inferiority". There were slightly more women than boys in the class committee, but the difference was not large; the proportion of boys and girls wanting to be a class committee was about the same. In the aspect of school evaluation, the statistical results show that the main evaluation methods are examination results, discipline and morality, and students expect teachers and schools to evaluate them in all aspects. Both students and teachers agree that the existing evaluation methods are not unfair to boys. The influence of junior middle school boys' learning is mainly positive. The junior middle school boys' achievement is in the normal level, and they also have more social expectations and more strict requirements. The concept of boys' crisis in society is due to higher expectations of boys. When boys' performance does not meet the standard of consistently high expectations, they are misunderstood as being at a disadvantage.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.5
【参考文献】
相关期刊论文 前1条
1 赵惠;刘瑞成;刘涛;;义务教育阶段男生学业劣势现象研究[J];教育理论与实践;2009年11期
，本文编号：2233981
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