高中生地理成绩性别差异的现状分析及对策提出

发布时间：2018-05-02 00:17

本文选题：地理教学 + 性别差异　；参考：《陕西师范大学》2015年硕士论文

【摘要】：自古以来,教学就强调要根据学生的差异因材施教,在新课程改革中,也有规定要求教育要注重学生的个别差异。在现代化教育进程中,我们要实现教育平等这一重要目标,需要在承认学生的个别差异的前提下开展有差异性的教学。然而具体到照顾每个学生差异的教育很难实施,可是将学生分为男女两类群体究其共性的差异教学是在可操作范围内。但是在实际的教育教学过程中,很多教育工作者由于缺乏相应的性别差异观而未能实现这一目标。对于这一论题的探索研究能够充实我国性别差异教育的理论,并以此对广大教育工作者进行实践指导,将其贯彻到教育教学理念中,真正做到因材施教,促使男女同学共同发展。本文通过文献回顾法对国内外所做的研究进行了整理,已有结论显示男女两性在逻辑推理、辨证思维等方面各具特色,然而对于总体的学业成绩高低并无明确结论。但是在地理学习中,男女学生之间确实存在着一定的性别差异,并且具体到感知、记忆力、注意力、思维能力以及地理兴趣方面的差异较大。然后在已有研究的基础上通过SPSS对陕西省汉中市城固一中高三年级一次模拟考试成绩进行了对比分析,检测前确保了被试样本的合理性,包括男女比例和考试成绩的正态分布性。分析结果显示男生在这次考试中无论是总分、客观题还是主观题都高于女生的成绩,通过SPSS分析进行的独立样本t检验得到的概率分别为0.019、0.027和0.048,均小于显著性水平0.05,这证明男女生在地理考试成绩确实存在着显著差异。最后在这一基础上,通过问卷调查法对男女学生的地理基本学习情况进行了评估,结果显示两类群体在对地理这门学科的认识、喜好程度、学习习惯和方法都持有不同的观点。其中男生较女生对地理学更有兴趣,他们更能掌握合适的学习方法,但是在学习习惯上缺少女生的勤奋和认真。在承认男女生在地理学科的学习差异之后我们对所形成的影响因素进行了探究,主要就生理因素和学校教育因素这两个方面进行了阐述。我们无法对基因进行修饰和改变,可是同课程紧密相关的学校教育因素是我们可以左右的。本文花了大量的篇幅尝试探究缩小地理学习性别差异的对策,从针对地理教师的观念看法、教学目标的设立、教学内容的选择、教学手段的采取和教学评价的方式等几个方面分别提出了相应的对策。教育是促进人类进步和社会发展的重要途径。作为教育工作者,我们在课堂教学中必须要关注学生的主体性,认真观察了解学生的发展特点,充分发挥学生的主观能动性。我们既要从个性出发,又要考虑共性,提高地理教学工作者对性别差异的重视,摒弃自己的性别刻板观念,在地理教学的实践中关注性别差异,采用相关策略引导男女学生发挥各自的优势,使其达到一致的发展水平。
[Abstract]:Since ancient times, teaching has stressed the need to teach students in accordance with students' differences in accordance with their aptitude. In the new curriculum reform, there are also requirements for education to pay attention to the individual differences of students. In the process of modern education, we have to realize the important goal of education equality, but we need to carry out differential teaching on the premise of recognizing the differences between students. It is difficult to carry out the education to take care of the differences of each student, but the difference teaching which divides the students into two groups of men and women is within the scope of operation. But in the course of the actual education and teaching, many educators are not able to achieve this goal because of the lack of the corresponding gender differences. This paper studies the theory that enriches the education of gender differences in our country, and carries out practical guidance to the educators, and implements it in the educational and teaching ideas, and truly teaches students in accordance with their aptitude to promote the common development of male and female students. There are different characteristics in logical reasoning and dialectical thinking, but there is no clear conclusion about the overall academic achievement. However, in geography learning, there are certain gender differences between male and female students, and the differences in perception, memory, attention, mental energy and geographical interest are larger. On the basis of the study, the results of the first grade simulation test of the first grade of the first grade in Hanzhoung city of Shaanxi, Shaanxi Province, were compared. The rationality of the sample was ensured before the test, including the normal distribution of the male and female ratio and the examination results. The results showed that the male students were the total score, the objective problem or the subjective question in the test. The probability of the independent sample t test carried out by SPSS analysis is 0.019,0.027 and 0.048, respectively, which are less than the significant level of 0.05. This proves that there is a significant difference between the male and female students in the geography exam results. The results showed that the two groups had different views on geography, preference, learning habits and methods, among which boys were more interested in geography than girls, and they were more able to master appropriate learning methods, but they were diligent and serious in learning habits. After the difference in the study of the subject, we have explored the influencing factors, mainly on the two aspects of the physiological factors and the school education factors. We can not modify and change the genes, but the school education factors closely related to the curriculum can be left and right. This article took a lot of attempts. To explore the countermeasures to reduce the gender differences in geography learning, the corresponding countermeasures are put forward from the views of geography teachers, the establishment of teaching objectives, the selection of teaching content, the adoption of teaching methods and the way of teaching evaluation. Education is an important way to promote human progress and social development. As an educator, In the classroom teaching, we must pay attention to the students' subjectivity, carefully observe and understand the development characteristics of the students and give full play to the students' subjective initiative. We should not only start from the personality, but also consider the commonness, improve the attention of the geography teaching workers to the gender differences, abandon their own gender stereotyped concept, and close the practice of geography teaching. Gender differences are used to guide students and girls to play their respective advantages to achieve a consistent level of development.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

【参考文献】