社会性别差异对初中生物知识的掌握和学习能力的形成影响研究
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摘要
由于受社会因素的影响,许多包括教师在内的人都认为男生在理科学习上优于女生,而女生在文科学习上优于男生是因为男生比女生智力好。有潜力。从很多的研究表明,男女生之间不存在智力上的差异,男女生学业上出现差异的原因主要是社会的影响,是社会性别差异的结果。所以,在初中生物教学中,能正确看待差异,并认真寻找差异产生的原因,及时调整教学对于大面积提高教学成绩和落实教育的性别公平性有重要的意义。
本文针对以上问题,探讨社会性别差异对初中生物知识的掌握和学习能力的形成的影响。研究对象是初二年级同一层次的4个教学班,具体的研究方法采用文献资料法、行动研究法、定性研究法、材料分析法等,并对教学干预前后进行对照。研究结果显示:社会性别差异对学生的应用目标层次有影响,男女生间有显著的差异(P＜0.05);通过制订了消除男女学牛在生物学习上差异的对策,即帮助学生捌立自信心、充分利用教师的期待作用提高男女生的学习积极性、在生物教学中设置语言情景进行思维训练,发挥优势,弥补劣势、鼓励男女生在学习活动中的交往,促进优势互补等方法以缩小男女生在学习能力上的差异,使男女生之间的学习能力差异明显缩小。
本文还对社会性别形成的理论基础、教育中的性别公平性以及在在教学中如何调整教学应对差异作了系统的总结。
本研究可为初中的各科教师实施因性施教提供方法参考和帮助。
Influenced by some social factors, many people including some teachers hold the belief that the reason why male students are superior to female students in the science subjects but inferior in the liberal arts study is that male students have better intelligence and greater potential. However, many studies show that there exists no difference between male and female students in their intelligence. The reason that the difference occur in academic achievements between male and female students lies in social factors, resulting from gender difference.
Therefore, in the course of teaching of Biology in junior high schools, it is of great significance for the teacher to treat the differences correctly, find the causes of the differences, and adjust the teaching in time to get the students improved and educated equally in spite of the gender difference.
This paper explores the effect of gender differences on the learners' command of biological knowledge and the formation of learning ability in junior high school. The subjects are the same-level students from 4 classes of junior two. Research methods are adopted such as literature review, action research, sampling, data analysis on the results of pre-and post-teaching intervention. The results show that social gender difference influences on the learners' application of biology and there is significant difference between boys and girls (P <0.05). Based on the research, the paper has put forward some strategies to reduce the difference in their learning of biology between male and female students as follows: the teacher should treat the male and female students equally, help to set up the confidence toward learning biology, and improve their classroom teaching to reduce learning capability difference in the study of biology.
This thesis also summarizes the theoretical basis of social gender, gender equality in education, and how to adjust teaching to the gender difference in teaching.
This study may provide teachers of other subjects with methods and help to deal with gender difference in teaching.
本文针对以上问题,探讨社会性别差异对初中生物知识的掌握和学习能力的形成的影响。研究对象是初二年级同一层次的4个教学班,具体的研究方法采用文献资料法、行动研究法、定性研究法、材料分析法等,并对教学干预前后进行对照。研究结果显示:社会性别差异对学生的应用目标层次有影响,男女生间有显著的差异(P＜0.05);通过制订了消除男女学牛在生物学习上差异的对策,即帮助学生捌立自信心、充分利用教师的期待作用提高男女生的学习积极性、在生物教学中设置语言情景进行思维训练,发挥优势,弥补劣势、鼓励男女生在学习活动中的交往,促进优势互补等方法以缩小男女生在学习能力上的差异,使男女生之间的学习能力差异明显缩小。
本文还对社会性别形成的理论基础、教育中的性别公平性以及在在教学中如何调整教学应对差异作了系统的总结。
本研究可为初中的各科教师实施因性施教提供方法参考和帮助。
Influenced by some social factors, many people including some teachers hold the belief that the reason why male students are superior to female students in the science subjects but inferior in the liberal arts study is that male students have better intelligence and greater potential. However, many studies show that there exists no difference between male and female students in their intelligence. The reason that the difference occur in academic achievements between male and female students lies in social factors, resulting from gender difference.
Therefore, in the course of teaching of Biology in junior high schools, it is of great significance for the teacher to treat the differences correctly, find the causes of the differences, and adjust the teaching in time to get the students improved and educated equally in spite of the gender difference.
This paper explores the effect of gender differences on the learners' command of biological knowledge and the formation of learning ability in junior high school. The subjects are the same-level students from 4 classes of junior two. Research methods are adopted such as literature review, action research, sampling, data analysis on the results of pre-and post-teaching intervention. The results show that social gender difference influences on the learners' application of biology and there is significant difference between boys and girls (P <0.05). Based on the research, the paper has put forward some strategies to reduce the difference in their learning of biology between male and female students as follows: the teacher should treat the male and female students equally, help to set up the confidence toward learning biology, and improve their classroom teaching to reduce learning capability difference in the study of biology.
This thesis also summarizes the theoretical basis of social gender, gender equality in education, and how to adjust teaching to the gender difference in teaching.
This study may provide teachers of other subjects with methods and help to deal with gender difference in teaching.
引文
[1]郑新蓉.性别与教育[M].教育科学出版社,2005年11月:第78-100页
[2]强海燕.性别差异与教育[M].陕西人民教育出版社,2000年:第66-93页
[3]伍新春.儿童发展与教育心理学(M).高等教育出版社,2004年:7月第132-141页
[4]时蓉华.现代社会心理学[M].华东师范大学出版社1989年:第137-155页
[5]杨东平.中国教育公平的理想与现实[M].北京大学出版社,2006年:第241-242页
[6]吴亦明.浅论性别差异与学校教育[J].北京教育,2001年09期:第15-16页
[7]刘恩山.中学生物学教学论[M].高等教育出版社,2003年8月
[8]Paul Costa,Antonio Terracciano,& Robert McCrae,"Gender differences in personality.Traits across cultures:robust and surprising findings,"[M].Journal of Personality and Social Psychology,volume 81,number 2,pp.322-331,2001
[9]章熊.语言和思维的训练[M].上海教育出版社,1983年
[10]靳世荣.性别差异与教育对策[J].现代中小学教育,1999年08 期:第33-35页
[11]陈莉.教师的学科性别差异观念与差别对待[D].山东师范大学出版社,2006年
[12]陈萍.小学数学课堂师生互动的性别透视[A].杜芳琴 王政 社会性别(C).天津人民出版社,2004年5月
[13]钱铭怡.女性心理与性别差异[M].北京大学出版社,1995年:第126页
[14]Eva Pomerantz,Ellen Altermatt,& JillSaxon,"Making the grade but feeling disteressed:gender differences in academic performance and internal disteress,"[M].Journal of Educational Psychology,volume 94,number 2,pages 396-404.2002
[15]钟启泉.生物课程与教学论[M].浙江教育出版社,2003年9月:第51-55页
[16]Carol R.Beal,Boy and Girl:The Development and Gender Role [M].,McgGaw-Hill Inc.1994
[17]高向斌.走向合作性教学[M].山西教育出版社,2005年9月:第211-217页
[18]钱进.语言性别差异研究综述[J].甘肃社会科学,2004年06期:第45-48页
[19]黄瑞红.性别差异在语言中的表现[J].浙江工业大学学报(社科版),2003年02期:第95-100页
[20]James A.Doyle,Michele A.Paludi.(1997).Sex and Gender[M]:The Human Experience.New York The McGraw-Hirl Companies,Inc,p.71
[21]Alan Feingold,"gender differences in personality:a meta-analysis,"[M]PsychologicalBulletin,volume 116,pages 429-456,1994
[22]郑晓蕙.生物课程与教学论[M].浙江教育出版社,2003年9月
[23]汪忠.刘恩山.《全日制义务教育生物课程标准》解读
[24]杨钋 林小英.聆听与倾述-质的研究方法应用论文集[C].教育科学出版社,2001年:第5-48页
[25]黄宇宏 陆建身.SPSS软件在生物学测验质量分析中的应用[J].中学生物教学.陕西师范大学出版社,2008年05期:第49页
[26]王孝玲.教育统计学[M].华东师范大学出版社,1991年:第118-122页
[2]强海燕.性别差异与教育[M].陕西人民教育出版社,2000年:第66-93页
[3]伍新春.儿童发展与教育心理学(M).高等教育出版社,2004年:7月第132-141页
[4]时蓉华.现代社会心理学[M].华东师范大学出版社1989年:第137-155页
[5]杨东平.中国教育公平的理想与现实[M].北京大学出版社,2006年:第241-242页
[6]吴亦明.浅论性别差异与学校教育[J].北京教育,2001年09期:第15-16页
[7]刘恩山.中学生物学教学论[M].高等教育出版社,2003年8月
[8]Paul Costa,Antonio Terracciano,& Robert McCrae,"Gender differences in personality.Traits across cultures:robust and surprising findings,"[M].Journal of Personality and Social Psychology,volume 81,number 2,pp.322-331,2001
[9]章熊.语言和思维的训练[M].上海教育出版社,1983年
[10]靳世荣.性别差异与教育对策[J].现代中小学教育,1999年08 期:第33-35页
[11]陈莉.教师的学科性别差异观念与差别对待[D].山东师范大学出版社,2006年
[12]陈萍.小学数学课堂师生互动的性别透视[A].杜芳琴 王政 社会性别(C).天津人民出版社,2004年5月
[13]钱铭怡.女性心理与性别差异[M].北京大学出版社,1995年:第126页
[14]Eva Pomerantz,Ellen Altermatt,& JillSaxon,"Making the grade but feeling disteressed:gender differences in academic performance and internal disteress,"[M].Journal of Educational Psychology,volume 94,number 2,pages 396-404.2002
[15]钟启泉.生物课程与教学论[M].浙江教育出版社,2003年9月:第51-55页
[16]Carol R.Beal,Boy and Girl:The Development and Gender Role [M].,McgGaw-Hill Inc.1994
[17]高向斌.走向合作性教学[M].山西教育出版社,2005年9月:第211-217页
[18]钱进.语言性别差异研究综述[J].甘肃社会科学,2004年06期:第45-48页
[19]黄瑞红.性别差异在语言中的表现[J].浙江工业大学学报(社科版),2003年02期:第95-100页
[20]James A.Doyle,Michele A.Paludi.(1997).Sex and Gender[M]:The Human Experience.New York The McGraw-Hirl Companies,Inc,p.71
[21]Alan Feingold,"gender differences in personality:a meta-analysis,"[M]PsychologicalBulletin,volume 116,pages 429-456,1994
[22]郑晓蕙.生物课程与教学论[M].浙江教育出版社,2003年9月
[23]汪忠.刘恩山.《全日制义务教育生物课程标准》解读
[24]杨钋 林小英.聆听与倾述-质的研究方法应用论文集[C].教育科学出版社,2001年:第5-48页
[25]黄宇宏 陆建身.SPSS软件在生物学测验质量分析中的应用[J].中学生物教学.陕西师范大学出版社,2008年05期:第49页
[26]王孝玲.教育统计学[M].华东师范大学出版社,1991年:第118-122页