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國小男女生學業成績的性別差異與其教師性別差異的關係

Sex Differences in Elementary School Achievement as Related to Sex Differences of Teachers

摘要


本研究之目的乃是從社會因素論的觀點分析:(1)不同社會環境下,國小兒童學業成績的性別差異與其教師性別差異的關係;(2)教師對兒童意見反應中、男女教師對男女兒童行為期待的差異情形。以分層隨機的方式在台北市、台北縣、嘉義縣、澎湖縣、金門縣五地區各選一校,每校各選一至六年級各一班,並比較同班男女兒童在國語算術兩科的成績。另在該等地區進行教師對國中兒童意見調查;計收囘有效問卷265份(男141,女124)。結果發現:(1)抽取的班級樣本中,各地區教師性別人數的分配極不一致;北市與北縣全為女教師,嘉義地區男女教師各半,澎湖與金門地區則多為男教師。這現象大致與教育部最近公布的統計資料相一致。(2)在女教師為主的學校中,女生的成績較男生為優;在男教師為主的學校中,男生的成績較女生為優。這顯示國小兒童成績的性別差異與其教師性別差異具有密切的關係。(3)教師們對男女兒童行為的意見,表示顯著的不同;他們一致的對女生有較佳的印像,對男生則是期望切而失望大。(4)就上述第三點男女教師意見比較,女教師對兒童行為的知覺較窄;偏向於給女生更多的讚許,給男生更多的批評。這顯示男生與男教師具有較佳的師生關係,也可以說在女教師班上的男生較難適應。對上述結果在理論上與實際上的意義,本文均有說明。

關鍵字

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並列摘要


Based on the assumption of culture determinant of sex differences in children's achievementin elementary school, the following hypotheses of this study were tested: (1) Girls dobetter on the average than boys in school achievement in female-teacher classes; whereas in male-teacher classes boys do better than girls. (2) Boys and girls are treated differently in school and these differences are related to sex differences of teachers; female teachers show more positive attitude toward girls, whereas male teachers show more positive attitude toward boys. Thirty classes, from first through sixth grades, were chosen from five areas with different sex ratio of teachers. These classes were taught by 32 female and 28 male teachers respectively. Students' achievements in Chinese and mathematics were collected and the comparisons were made between boys and girls in each class. A attitude scale with 27 questions developed by the author were filled up by 256 teachers (M, 141; F, 124). The main findings of the study were: (1) Sex differences in the two subjects were related to sex differences of teachers. This result indicated to support the first hypothesis. (2) Boys and girls were evaluated differently by their teachers, but these differences were not found to be related to sex differences of teachers. Teachers on the whole showed more favorable attitude toward girls. The results were dicussed in terms of social pressure, role identification, and social reinforcement.

並列關鍵字

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被引用紀錄


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蔡慧真(2010)。數學學習表現性別差異之後設分析研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201001047

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