高中数学学习性别差异分析与对策研究

发布时间：2018-01-08 21:27

本文关键词：高中数学学习性别差异分析与对策研究　出处：《重庆三峡学院》2017年硕士论文　论文类型：学位论文

【摘要】：数学来源于生活,生活中处处有数学。数学作为基础学科,对我们的生活、生产、科技都有巨大的贡献。因此,在任何求学阶段,数学都受到了极大的重视。然而,我们往往会发现,小学、初中阶段女生数学学习往往略优于男生,而上高中后,数学变得更加抽象灵活,男女生的数学学习表现出明显的差异:男生成绩后来居上,男生整体成绩高于女生,而且个别女生成绩下降非常明显。这种差异现象引起了国内外教育者的广泛关注,众多教育家、研究者纷纷投入到男女生数学学习性别差异的研究当中。本研究在国内外已有研究成果的基础上,采用文献研究法、问卷调查法、访谈法和参数检验法对重庆市万州区两个层次学校正值高三的学生进行了数学成绩统计、问卷调查、课堂观察和访谈,发现高中生数学学习性别差异确实客观存在,从高一到高三上(2017年6月参加高考),男生的平均分渐渐高于女生,且男生数学成绩的稳定性好于女生。本文将调查问卷的内容分为八个维度:学习兴趣与能力、学习态度、应试情绪、学习方法、家庭教育、教师教育、社会环境影响和教师性别影响,通过对问卷调查数据的统计分析,发现产生数学学习性别差异的因素主要来自于以下八个方面:一、个性心理品质的差异,二、自律能力的差异,三、受挫能力的差异,四、学习方式的差异,五、父母缺乏正确的教育理念,六、教师对性别的忽视和偏见,七、社会诱惑与社会偏见,八、男女教师比例失衡。本研究根据以上原因,对症下药,提出了针对数学学习性别差异的三项对策:第一、正视性别差异,"对症下药"。这是最主要的措施,根据男女生各项调查数据的差异采取针对性措施,其中,对男生的教育应使其提升自律能力、优化学习方法、学会拒绝诱惑,例如:(1)正确引导男生做笔记,(2)加强培养男生的数学阅读能力,(3)引导男生拒绝网络诱惑;对女生的教育应使其激发学习兴趣、提高受挫能力、优化学习方法,例如:(1)激发女生的数学学习兴趣,并加强受挫教育,(2)加强女生的思维能力训练,(3)培养女生的数学创造意识。第二、消除性别偏见,提高性别敏感意识。本研究谈到两个方面:(1)将树立正确的性别观加入教师培训内容,(2)将树立正确的性别观加入家长会。第三、平衡男女教师比例。研究中主要阐述了两个方面:(1)革新教师职业观,(2)政府采取措施吸引男教师。由于研究范围和研究时间的限制,以及笔者在理论和实践上的局限,导致本研究或多或少存在一些不足,但在以后的研究中,笔者会继续深入探讨针对性别差异的教育方法。
[Abstract]:Mathematics comes from life, there is mathematics everywhere in life. Mathematics as a basic subject, to our life, production, science and technology have a great contribution. Therefore, in any stage of study. Mathematics has been greatly valued. However, we often find that in primary school, junior high school girls tend to slightly better than boys in math learning, and after high school, mathematics becomes more abstract and flexible. There are obvious differences in mathematics learning between boys and girls: boys outperform the former as the latter and boys as a whole have higher scores than girls. And the decline of individual female students' achievement is very obvious. This kind of difference phenomenon has caused the widespread concern of educators at home and abroad, many educationalists. Researchers have been involved in the study of gender differences in mathematics learning between male and female students. Based on the existing research results at home and abroad, this study adopts the method of literature research and questionnaire survey. Interviews and parameter tests were conducted on the students in two levels of high school in Wanzhou district of Chongqing city, including mathematics achievement statistics, questionnaire survey, classroom observation and interview. It is found that there is a real gender difference between senior high school students and senior high school students. In June 2017, the average score of male students was higher than that of female students. The content of the questionnaire is divided into eight dimensions: learning interest and ability, learning attitude, exam-oriented emotion, learning methods, family education, teacher education. Social environment impact and teachers' gender impact, through the statistical analysis of the questionnaire data, we find that the main factors that produce the gender difference in mathematics learning come from the following eight aspects: first, the difference of personality psychological quality, 2. The difference of self-discipline ability, the difference of frustration ability, the difference of learning style, the lack of correct educational idea of parents, the sixth, the neglect and prejudice of teacher to gender, the seventh, social temptation and social prejudice, eight. According to the above reasons, this study puts forward three countermeasures against the gender difference in mathematics learning: first, facing the gender difference, "prescribing the right remedy". This is the most important measure. According to the differences of survey data of male and female students, we should take targeted measures, among which, the education of boys should improve their self-discipline ability, optimize their learning methods, and learn to resist temptation. For example: 1) correctly guide boys to take notes. (2) strengthen the training of boys' reading ability in mathematics. (3) guide boys to refuse the temptation of the Internet; The education of female students should stimulate their interest in learning, improve their ability of frustration, optimize their learning methods, such as: 1) stimulate their interest in mathematics study, and strengthen their frustrated education. (2) strengthen the training of female students' thinking ability. (3) cultivate female students' mathematical creative consciousness. Second, eliminate gender bias. This study refers to two aspects: (1) to establish a correct gender perspective in teacher training. (2) to establish a correct gender perspective to participate in parent-teacher meetings. Balancing the ratio of male and female teachers. The study mainly expounds two aspects: 1) Innovation of teachers' professional outlook. 2) measures taken by the government to attract male teachers. Due to the limitations of the scope of the research and the time limit of the research. As well as the limitations of the author in theory and practice, this study more or less exists some shortcomings, but in the future, the author will continue to explore the gender differences in education methods.
【学位授予单位】：重庆三峡学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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