性别角色刻板印象对新疆少数民族中学生汉语学习的影响

发布时间：2018-05-07 20:58

本文选题：性别角色刻板印象 + 新疆少数民族中学生　；参考：《石河子大学》2017年硕士论文

【摘要】：性别角色刻板印象一经形成就会对个体的人际交往、问题解决、压力应对、职业抉择等产生影响。在学校教育中性别角色刻板印象不仅会使教师的教育行为发生偏差,而且也影响了学生对自身和他人的期望和评价。少数民族中学生处于性别角色认同形成的关键阶段,并且在汉语学习过程中所接触到性别差异方面的内容和知识更是比其他学科多,也更易受到性别刻板印象的影响。因此,以新疆少数民族中学生为研究对象,以性别角色刻板印象对新疆少数民族中学生汉语学习的影响为主要研究内容是对双语教育的回应,也是促进民族地区基础教育均衡发展,提升教育质量,实现教育公平的重要途径。本研究具体包含以下研究内容:首先,运用文献分析法,从理论上对性别角色刻板印象进行概念的梳理,并论述了理论基础。其次,运用问卷调查法和访谈法,从师生的态度、课堂教学、教材以及学校环境等层面,分析了在性别角色刻板印象对汉语学习的影响现状、存在的问题及产生的原因;再次,针对存在的性别角色刻板印象问题提出弱化的对策建议。通过调查分析得知,绝大多数教师和学生在汉语文学习上受性别角色刻板印象的影响,主要表现为以下几方面:第一,部分师生认为男生汉语学习比女生困难要大,并且大部分教师和学生在职业倾向上存在明显的性别角色刻板印象;第二,在课堂教学中,大部分教师在选择教学资源,不存在性别角色刻板印象,但在备课、教学目标实施、课堂教学行为中均存在不同程度的刻板印象。第三,部分教师认为男生汉语水平低于女生,在布置作业的类型、难度上存在性别偏差,此外在作业的评价标准和批改方式上对男生的要求较女生低。第四,在学生汉语学习的评价方法上教师对男生采用的评价方法丰富,对女生相对简单一些;在评价内容上也存在性别角色刻板印象,认为女生的汉语知识和情感比男生丰富,男生在知识运用方面比女生强。第五,教材选用上两性平等意识模糊,在教材内容中男性出现的比例较高,并且在男女形象塑造方面存在男强女弱的偏颇。第六,校园环境布置上,男生出现的频率高于女生,性别角色刻板印象明显;就家长教养态度来说,大部分家长会根据性别刻板印象看待子女。针对上述问题从国家、学校、教师、教科书层面,提出弱化性别角色刻板印象的建议对策:首先,在国家层面上。健全相关政策法规,加大性别平等教育宣传,提升性别平等理论水平。其次,学校环境层面。一方面,基于已有课程文本,将性别平等理念融入汉语课程设计中。另一方面,将性别公平理念融入学校有形的环境建设中,营造公平公正的校园文化。还应加强家校合作。让学校帮助家长树立平等的教育意识,家长监督学校的性别教育平等的实施。再次,教师层面。提升性别角色刻板印象敏感度,树立“性别公平”的价值取向;改进教师的教学行为,创设公平公正的课堂氛围。最后,教科书层面。唤醒教材编写者的性别平等意识,将性别意识纳入教材的编撰中,并作为审定教材的标准之一,并将性别平等纳入汉语课程标准中。
[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.

【学位授予单位】：石河子大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】