高校女性学课程设置需求调查研究

发布时间：2018-06-18 22:01

本文选题：女性学 + 女性学课程　；参考：《西南大学》2017年硕士论文

【摘要】：自20世纪60年代起,女性学研究就不断走进人们的视野:妇女/性别研究机构与中心逐步成熟、女性学专著陆续发行、女性学课程在高校课堂中不断嵌入、学科建设及教学科研力度不断加强。当代女大学生的培养质量对高校的管理、建设和改革都有着重要的影响,不仅影响着一流学科和世界一流大学的建设,而且关联着国家综合实力的增长和世界的可持续发展。为了提高女大学生培养质量,2006年首批中华女子学院设立女性学本科专业,各高校陆续开设女性与性别研究的通识课、选修课和必修课,女性学相关课程定位、教学内容、教学目标等也成为讨论的热点。但是,在女性学学科建设的过程中出现了课程设置不完善,课程设置需求不明确等问题。课程设置是实现专业培养目标的基本途径,是实现教育目的的重要一环。女性学课程设置需求是指女大学生当前所接触到的女性学课程体系和想要获得的女性学课程体系之间的不平衡所引起的缺乏状态。本研究通过数据分析较为科学地展示此类“缺乏状态”:在综合类高校,高校女性学课程需求广泛,存在课程设置不合理、结构不科学,教学目标不明确等特征。本研究主要采用问卷调查法,结合访谈法,在S大学、Y大学、C大学、Z大学和G大学进行随机抽样展开调查,共完成了以下工作:一是综述文献。梳理了国内外女性学课程设置研究的文献,并对相关女性学的学术研讨会、学科体系建设发展历程、女性学课程开展的目的与意义以及女性学所取得成就与面临的挑战进行粗略回顾;二是调查工具开发。在查阅大量文献、半结构式访谈以及老师同学协助的基础上,形成了《高校女性学课程设置需求调查问卷》和《高校女性学课程设置需求访谈提纲》,并在上述5所高校展开相关调查;三是数据分析。采用描述统计、独立样本T检验、单因素ANOVA检验、因子分析和可靠性分析,对高校女性学课程设置需求的总体现状、高校女性学课程各维度设置需求现状、高校女性学课程设置需求的人口社会学变量差异检验等进行探索;四是分析结果、充分讨论、并得出结论;五是对策研究。根据所得结论,针对其中问题,提出了6项可行性策略;六是验证了3个原假设。研究发现:(1)高校大学生对女性学课程有较强的需求。大学生群体对高校女性学课程设置需求的6个维度中强度前三名分别是教学目标(3.98)、师资(3.97)和整体需求(3.71);课程需求维度中包含3个题目,需求均值全都很高。很好的验证了假设1:大学生期望得到良好的女性学课程。(2)课程定位需求强度排名情况:选修课选修课+必修课必修课。(3)教材使用需求强度排名情况:围绕教材个性教学脱离教材使用固定教材。(4)评价方法需求强度排名情况:开卷形式教师/家长/同伴撰写心得闭卷形式。(5)师资需求强度排名情况:丰富学科知识熟知学科各领域高学历。(6)男女性别在整体需求、教学目标、教材使用、师资方面4个维度及总均分中存在显著差异;城镇生源和农村生源在教学目标、教材使用2个需求维度上存在显著差异;有宗教信仰和无宗教信仰在课程师资方面存在显著差异;双亲抚养和其他抚养方式在课程师资维度中存在显著差异;S大学与Z大学、G大学与Z大学在整体需求方面存在显著差异。(7)人口社会学变量,像汉族与少数民族、独生子女与非独生子女,不同经济情况、不同年级、不同专业的大学生在女性学课程整体需求、课程定位、教学目标、课程教材使用、课程评价、课程师资6个维度中差异均不显著。(8)女大学生在6个维度及总均分中的需求水平均高于男生;独生子女在除整体需求外的5个维度和总均分上均高于非独生子女;双亲抚养的大学生在6个维度和需求总分上均高于其他抚养方式;城镇生源地大学生在除整体需求外的5个维度和总均分上的需求强度均高于农村生源地;文科生在除课程目标外的5个维度和总均分上均高于理科生。(9)当代高校大学生最希望开设的女性学课程内容有:现代礼仪(11.38)形体训练(8.69)女性心理与生理(8.53)女性就业(6.37)美容化妆与服饰搭配(5.64)。本研究创新之处:(1)梳理了5所综合类高校女性学课程设置的现状与其在教学实践中的各类问题。(2)自行编制《高校女性学课程设置需求调查问卷》和《高校女性学课程设置需求访谈提纲》,对当代大学生对女性学课程各方面设置的需求进行实证调查。本研究可以进一步拓展:首先,进一步调查影响高校女性学课程开展的因素有哪些,找出核心因素以便顺利解决需求问题;其次,进一步研究高校女大学生优质教学的内涵,探索提高女大学生教学质量路径;第三,采用参与式研究方法研究女性学课程对当代女大学生教学质量的影响。
[Abstract]:Since 1960s, feminist research has been in the field of vision: Women / gender research institutions and centers are gradually mature, feminist monographs have been published, women's courses are continuously embedded in college classes, discipline construction and teaching and scientific research are constantly strengthened. The reform has an important influence, not only affecting the construction of first-class disciplines and world class universities, but also related to the growth of national comprehensive strength and the sustainable development of the world. In order to improve the quality of the training of female students, the first batch of China Women's University set up a female undergraduate major in 2006. The general education, elective and compulsory courses, the orientation of the related courses of women, the content of teaching and the goal of teaching have also become the hot spots. However, there are some problems in the course of the construction of the subject of feminism, such as the imperfect curriculum setting and the unclear requirement of the course setting. The course setting is the basic way to realize the goal of the professional training and the realization of the education. The need for the curriculum of feminism refers to the lack of balance between the feminist curriculum system and the feminist curriculum system that the female students are exposed to. This study shows the "lack of state" scientifically through data analysis: in the comprehensive college, college feminism The curriculum needs a wide range of features, such as unreasonable course setting, unscientific structure and unclear teaching objectives. This study mainly uses questionnaire survey method and interview method to carry out random sampling in S University, Y University, C University, Z University and G University and complete the work: first, the literature reviews the women's courses at home and abroad. The literature of the study, the Academic Symposium on the related feminism, the course of the development of the discipline system, the purpose and significance of the development of the feminist curriculum, the achievements and challenges of the feminism are briefly reviewed. The two is the development of investigation tools. The basis of the literature, the semi structural interview and the basis for the assistance of the teachers and students. At the same time, we have formed the questionnaire for the requirements of the curriculum of College feminism curriculum and the outline of the demand interview for the curriculum of College feminism, and carried out the related investigation in the above 5 colleges and universities. The three is the data analysis. The requirements of descriptive statistics, independent sample T test, single factor ANOVA test, factor analysis and reliability analysis are used to set up demand for college feminist courses. The overall status quo, the requirements of various dimensions of College feminism curriculum, the requirements of the college feminist curriculum for the demographic and sociological variables of the difference test to explore; four is the results of the analysis, fully discussed, and draw conclusions; five is a countermeasure research. According to the conclusions, 6 feasibility strategies are put forward to the problem; six is verified. 3 original hypotheses. The study found that: (1) college students have a strong demand for the course of feminism. Among the 6 dimensions of the college feminist curriculum, the top three are teaching goals (3.98), teachers (3.97) and the overall demand (3.71); the curriculum demand dimension contains 3 titles, and the average demand is all very high. The hypothesis that 1: college students expect to get a good feminist course. (2) the position of the demand intensity of the course orientation: Elective Course + compulsory course of compulsory course. (3) the use of demand intensity in the teaching material: around the teaching material personality teaching from the teaching material use fixed teaching materials. (4) the evaluation method demand intensity ranking situation: uncoiling form teachers / home The length / companion writes the form of close coiling. (5) the rank of teachers' demand intensity: rich subject knowledge is well known in all fields of discipline. (6) there are significant differences in the overall needs, teaching objectives, teaching materials use, teachers' 4 dimensions and total equall; the urban and rural sources are in the teaching objectives, and the teaching materials are used in 2 demand dimensions. There are significant differences in degree. There are significant differences between religious beliefs and non religious beliefs in curriculum teachers; there are significant differences in the dimension of curriculum teachers; there are significant differences in the overall demand between S University and Z University, G University and Z University. (7) demographic sociological variables, such as Han and minority nationalities, Only children and non only children, different economic situation, different grades, different majors in the overall needs of the female study curriculum, curriculum orientation, teaching objectives, curriculum teaching materials use, curriculum evaluation, the 6 dimensions of curriculum teachers are not significant differences. (8) female students in the 6 dimensions and the total average level are higher than boys; The 5 dimensions and the total average score of the raw children are higher than that of the non only children; the 6 dimensions and the total scores are higher than those of the other ways of raising the students. The demand intensity of the 5 dimensions and the total average of the urban students in urban areas is higher than that in the rural areas. The 5 dimensions and the total equalities outside the goal are higher than that of the science students. (9) the content of the feminist courses that the contemporary college students most wish to offer is: Modern Etiquette (11.38) form training (8.69) female psychology and physiology (8.53) female employment (6.37) beauty and dress and clothing (5.64). The innovation of this study: (1) combing 5 comprehensive college girls The present situation of the curriculum of sexology and the various problems in the teaching practice. (2) compiling a questionnaire for the requirements for the setting up of the requirements for the setting up of the curriculum for women's courses in Colleges and universities and the outline of the requirements for the setting up of the requirements for the course of feminology in Colleges and universities. To further investigate the factors affecting the development of female college courses in Colleges and universities, find out the core factors in order to solve the problem of demand smoothly. Secondly, further study the connotation of high quality teaching for female college students and explore the way to improve the quality of female students' teaching quality; third, adopt the participatory research method to study the feminist course to the contemporary female college students. The influence of teaching quality.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642.3

【参考文献】