高中历史学习中的性别差异及教学策略

发布时间：2018-06-06 15:07

本文选题：高中生 + 历史学习　；参考：《扬州大学》2017年硕士论文

【摘要】：毫无疑问,性别差异是客观存在的,高中男女生在历史学习上存在着一定的相同点,但又有表现出各自不同的群体特性。正确认识并承认这种差异的存在是有必要的,有利于促进教师的教学方法、教学评价等方面的转变。对学生而言,有利于全体学生的全面发展。本论文立足于国内外相关文献和研究成果,并结合学习心理学、性别差异心理学及性别差异教育学、历史学科教育学等相关理论,通过问卷、访谈等形式,从学习动机、学习方法与态度、学习结果等方面进行性别差异调查分析,在此基础上提出具体的教学策略。调查发现,男女生在高中历史学习中确实存在着差异,在历史学习动机上,男生学习历史的深层次动机要高于女生;在学习方法上,男生学习方法和思维比女生活跃,而且男生学好历史的自信心也高于女生,但就课堂的表现来看,女生更为认真,而男生则“热情有余,行动不足”:在学习结果方面,女生由于态度认真,学习成绩普遍比男生好,但女生在知识的掌握如重难点的把握以及新旧知识的联系方面比不上男生。通过分析发现,性别差异产生的原因无外乎为四个方面(1)生理因素;(2)主观心理因素;(3)传统文化与教育的客观环境因素。有证据表明一些性别差异可能是由于生物学的原因导致的,但生物学意义上的两性分化对现实生活中存在的男女性别差异的贡献是非常有限的,主要还是主观心理因素以及教育环境决定的。主观心理因素主要包括学生认知方式上和非智力因素上的差异。传统的文化与教育环境如教师的性别观念、教材的性别倾向;(4)高中历史学科的知识特点,具体包括科学性与思想性、过去性与不可再现性以及综合性与系统性。根据对高中生产生性别差异的原因分析,笔者得出基于性别差异的教学策略:第一,改变传统的性别观念,克服性别角色刻板印象;第二,因“性”施教,采取多样化的教学方法,根据男女生各自不同的特点,改进教学内容、教学策略、教学评价方式:第三,注重培养女生的历史学习兴趣与历史思维,激发学生学习历史的兴趣,增强女生学好历史的信心,促进女生的历史思维能力的提升。
[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.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.51

【参考文献】