國小男女兒童學習行為的差異與其教師性別的關係—性別角色的認同楷模對兒童學習行為影響的分析研究

Sex Differences of Children in School Learning as Related to Sex Differences of Teachers: An Analytical Study of Effect of Availabilty of Sex-Role Identification Model on Children's School Learning

張春興(Chun-Hsing Chang)

《教育心理學報》 9期 (1976/06) Pp. 1-19

https://doi.org/10.6251/BEP.19760601.1

摘要

在小學教育上普遍存在兩種現象：一為女教師人數多於男教師，一為女生成績優於男生•本研究之目的即在分析男女生學習行為的差異與其教師性別的關係。研究對象爲小學四、五、六年級兒童，每年級選取男女生混合班各一班，分別由男女教師爲其級任教師，如此在師生雙方性別上構成2（教師性別）×2（學生性別）×3（年級）的關係。本研究所分析的資料包括兒童的成就動機分數、國語算術兩科成績、兒童自陳學習經驗以及教師對兒童學習行為與性別關係的評定。最後一項資料，除調查三個年級的六位教師外，也包括其他班級與其他學校各年的級任教師（男31人，女32人）。研究結果發現：在成就動機、學科成績、自陳學習經驗三方面，男女兒童兩組間雖發現部份上有差异存在，但其間差异與教師性別間幷沒有顯著的關係。在教師對兒童學習行爲意見反應方面則不然，結果顯示：⑴男女教師明顯的自認所立行爲標準及其身教方式對男女兒童有不同的影響，他們對與自己同性別兒童具有偏高估計的傾向。⑵就傳統所謂好學生的觀點言，諸如在肯用功、守秩序、有禮貌、重儀容、愛整潔等各種行為標準上，男女教師均認為女生優於男生。⑶男女教師均對男生抱較大的期望，但也一致的對男生學習行爲表示較多的失望。⑷男女教師均自認對男生施予較多的懲罰，因爲他們一致認爲男生的過失行爲遠較女生爲多。由此等意見看，顯然反應出女生與其教師間存在著較好的師生關係，此或即形成男生學習困難與違規行爲較多的主要原因。

並列摘要

Two typical phenomena in elementary school level have been identified; the majority of teachers are females and the girls are superior to boys in school achievement. This study was purposed to investigate the relationship between the sex differences in elementary school children's achievement and the sex differences of teachers. Six classes of fourth, fifth, and sixth grades, half by woman teachers and half by woman teachers, were used. The data analyzed were children's achievement scores tested by an achievement motivation test, academic scores in Chinese and arithmetic, self-reported learning experiences, and scores based on a survey of teachers' attitude toward their students. The last datum was collected from 32 woman teachers and 31 man teachers included other classes in other grades.
The results indicated that although the sex differences in achievements were significant, the differences were not related to sex differences of teachers. In the respect of teachers' attitudes toward their students, however, the boys and girls were evaluated differently by their teachers. The main findings in this respect were (I) Teachers believed that the students of their same sex were more influenced by their own behavior models. (2) The traditional favorable characters of so-called good student were more frequently assigned to girls rather than boys. (3) The boys were highly expected to achieve, but the teachers were also more disappointed by boy students' failure. (4) Boys were frequently evaluated as the classroom trouble makers, and hence they were frequently punished than girls. These facts might be thought as the causes of male students encountering more social and elementary school than their fellow female students.