摘要
以性别刻板印象理论为基础,立足对广州市G小学10位教师教学活动的系统性课堂观察和回溯式访谈,探讨了性别刻板印象对他们关注和干预学生课堂问题行为的影响及具体机制。数据分析表明,在对学生的课堂问题行为予以关注和实施干预的过程中,受访教师会在“时间紧”和“害怕麻烦”两个中介因素的推动下,将被激活的性别刻板印象——男生“调皮”但“抗压能力强”,女生“自律”和“敏感细腻”——应用到课堂纪律管理决策中。在关注学生的课堂问题行为时,倾向于“盯着男生”;在干预学生的课堂问题行为时,倾向于“对女生温柔点”。
Based on the theory of gender stereotype,a systematic classroom observation and retrospective interviews were conducted with 10 teachers from Primary School G in Guangzhou to explore the impact and specific mechanisms of gender stereotypes on teachers'attention and intervention in student classroom problem behavior.Data analysis shows that in the process of paying attention to and intervening in students'classroom problematic behaviors,interviewed teachers,driven by two mediating factors:“lacking time”and“fear of trouble”,tend to apply the activated gender stereotypes--boys are“mischievous”but“strong in pressure resistance”,girls are“self disciplined”and“sensitive and delicate”--to classroom discipline management decisions.When paying attention to students'classroom problematic behaviors,they“stare at boys”;and when intervening in the behaviors,they show a tendency of being gentle to girls.
作者
王倩怡
谢爱磊
Wang Qianyi;Xie Ailei
出处
《教育学术月刊》
CSSCI
北大核心
2023年第12期75-82,共8页
Education Research Monthly
基金
国家社科基金2021年度社会学一般项目“城市中产阶层教育焦虑的成因及对策研究”(编号:21BSH081)。
关键词
性别刻板印象
小学教师
课堂问题行为干预
gender stereotypes
primary school teachers
intervention for classroom problematic behavior
