高、低年级小学生对性别角色理解的比较研究

发布时间：2018-02-20 16:02

  本文关键词： 高、低年级小学生 性别角色 理解　出处：《南京师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：本研究宏观上基于对性别文化的再思考,审视古今中外性别文化的发展趋势,微观上基于学校教育中性别教育缺失现象的反思及小学生身心发展的阶段性特征思考,运用访谈法、比较法,辅之以绘画法和观察法,比较小学高年级和低年级学生关于两性性别角色界定、自身性别满意程度、两性性别角色外部特征及内部特征理解的异同,探讨小学低年级学生和高年级学生对性别角色理解是否存在相同之处和不同之处。通过研究得出以下结论：小学高年级学生和低年级学生关于性别角色的理解既有相同之处,又有相异之处。在相同性理解方面,高、低年级学生对两性角色的界定涵盖的维度相似,包括两性生理特征、心理特征、活动方式、个人习惯等,且其理解具有对立性特征；其次,高、低年级学生大都对自身性别呈现满意态度；最后,高、低年级学生关于两性生理特征、心理特征、社会性行为的具体理解呈现传统刻板的二元对立倾向。高年级和低年级学生关于两性性别角色的相异性理解主要体现在以下方面：首先,关于两性角色界定方面,高年级学生较低年级学生更多关注两性第二性征,对两性外表以及心理等方面的界定较低年级学生更符合当今社会现实、更灵活而深入；其次,小学低年级学生比高年级学生更满意自己的性别身份,其中多数高年级女生出于女性角色人身安全等方面的考虑更喜欢成为男性,少数高年级男生更喜欢女性温柔、和善等心理品质,喜欢女性赏心悦目的外表；再次,高年级学生关于两性角色社会性行为中的两性职业方面的理解更为开放,但是关于两性角色的同伴交往方面较低年级学生更趋于保守；最后,关于两性角色的内部和外部特征理解方面,低年级学生比高年级学生更刻板、缺乏深刻性和灵活性,其观点更具有刻板性。基于以上结论,本研究对小学高、低年级学生关于两性性别角色相同性理解和相异性理解的影响因素进行了讨论,指出影响高、低年级学生关于两性性别角色的相同性理解的因素主要包含生物性因素、社会性因素、主体性因素三个方面,而影响高、低年级学生关于两性性别角色相异性理解的因素主要涉及社会性因素和主体性因素两个方面。为促进小学生健康人格的养成,性别平等意识的形成,本研究继而对如何建构家庭性别文化、性别平等的学校教育氛围和健康和谐的大众媒介氛围提出了意见和建议,以期为小学生家长、教师和大众传媒对儿童进行性别平等教育以及创设有利于儿童性别平等观念发展的环境提供参考。
[Abstract]:The study on gender culture based on the macro, to examine the development trend of gender culture on stage at all times and in all countries, the micro characteristics of lack of sex education in school education and Reflection on the phenomenon of pupils' physical and mental development based on thinking, the use of interviews, comparative law, complemented by painting method and observation method, comparison of primary school students and high school low grade about gender roles defined, their gender satisfaction, understanding the similarities and differences of gender roles of external characteristics and internal characteristics, to explore the lower grades of primary school students and high school students' understanding of gender role whether there exist similarities and differences. The conclusions are as follows: there are similarities in higher grades of primary school students and lower grade students' understanding about gender roles, but also have differences. In the same understanding, high, low grade definition covers dimension of gender roles Similar, including sexual physiological characteristics, psychological characteristics, activities, personal habits, and the understanding has distinctive features; secondly, high, low grade students are satisfied with the attitude of showing their own gender; finally, high and low grade students on sexual physiological characteristics, psychological characteristics, two opposing tendencies specific understanding of social behavior the presentation of the traditional stereotypes. To understand the differences of students of high grade and low grade on gender role is mainly reflected in the following aspects: firstly, define the role of gender, high grade students of lower grade students to pay more attention to male secondary sexual characteristics, definition of sexual appearance and psychological aspects of low grade students more in line with today's the social reality, more flexible and in-depth; secondly, students in lower grades than students in primary school are more satisfied with their gender identity, most of high grade girls for female characters Safety considerations become more love men, a few high grade boys love women more gentle, and good psychological quality, love women pleasing appearance; thirdly, gender occupation high school students to understand the role of gender in social behavior is more open, but friends about gender roles low grade students tend to be more conservative; finally, the internal and external features of the understanding of gender roles, students in lower grades than students more rigid, lack of depth and flexibility, the view is more rigid. Based on the above conclusions, the study of primary school high, low grade students on gender roles affect the same understanding and differences of the understanding of the factors discussed, pointed out that the impact factors of high, low grade students on the same gender role understanding includes physical factors of students And social factors, three aspects of subjective factors, and the effects of high and low grade students on the factors of gender roles dissimilarity understanding mainly involves the social factors and the subjective factors in two aspects. To develop and promote pupils' healthy personality, gender equality consciousness form, and then the research on how to construct a family of sex culture, gender equality education atmosphere and healthy harmonious atmosphere of mass media and puts forward some suggestions, in order to parents, teachers and media on children's gender equality education and provide the reference for the creation of a concept of children's gender equality development environment.

【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G625.5
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本文编号：1519381