摘要
从学习心理、学习方式、学习结果 3个维度出发,使用上海市A区2014年和2016年区学业质量调研数据,分析了初中生数学学习的性别差异.数据分析结果显示:相比女生,男生数学学习自信高、动机强、压力小、但成绩低.测量工具、初中男女生心理成熟差异、初中男女生心理成熟差异与教学内容的交叉作用、刻板印象是产生这一结果的主要原因.初中阶段的数学教育需要对男女生的这些差异保持敏感.
This study analyzed the datasets of the academic quality of District A in Shanghai in 2014 and 2016 to reveal gender differences in learning psychology, learning approaches, and learning outcomes. We found that in comparison to female students, male students have higher confidence and more motivation to learn mathematics and they feel less pressure and have lower achievement. There are five main reasons to explain this phenomenon: measuring tools, differences in psychological maturity between male and female students, interactions of psychological maturity and the teaching content, and stereotypes. Therefore, mathematics education in junior high school should be sensitive to gender differences.
作者
胡军
詹艺
HU Jun;ZHAN Yi(School of Education,Shanghai Hongkou District,Shanghai 200081,China)
出处
《数学教育学报》
CSSCI
北大核心
2020年第5期20-24,共5页
Journal of Mathematics Education
基金
全国教育科学“十三五”规划2020年度立项教育部重点课题——基于证据的数学高阶思维培养的行动研究(DHA200321)。
关键词
数学学习心理
数学学习方式
数学学习结果
数学学习性别差异
mathematics learning psychology
mathematics learning approaches
mathematics learning outcomes
gender differences
