中国学校性别：小学教师课堂教学实践与表征

【作者】 张丹；

【导师】 范国睿；

【作者基本信息】 华东师范大学 ， 教育政策学， 2014， 博士

【摘要】 An education system exposes individuals to a process of socialization during which the values that are considered appropriate become internalized. Through this process of socialization in schools, students adopt fundamental societal values from the pedagogic contents in class and other educational venues. The awareness of the fundamental values is reinforced by teachers’attitudes, expectations, different focuses on specific students as well as the impact of their peers.This research aims to find out what role gender plays in the teacher-student interaction in the classrooms of the primary schools (public) in Shanghai today. It seeks to examine how gender stereotypes operate in these interactions. This study compares eight primary schools in Shanghai, which were chosen because of the diverse array of student social backgrounds, geographical locations and teachers’quality. The methodology started by interviewing teachers in the sampled schools. We did not explicitly reveal the objectives of the questionnaires in order to avoid teacher gender prejudice. Some of the questions are:Do you have different perspectives on the roles of male and female students? Do the perspectives change your expectations about the students? What impact might this "consciousness"(or non-consciousness) about gender have on student behaviour? What attitudes may you have expressed toward girls and boys during classroom interactions? Are there any differences or similarities in your educational expectations concerning boys and girls? How do these expectation show up in the daily life of students in the classroom? Do these expectations change across subjects taught in schools? How effectively do you deal with student behavior (docility, undisciplined attitudes, etc.) Do your responses to these behaviors differ across gender? What shades can be made according to the social and geographical situation of schools in the sense that this situation leads to a different social recruiting of students? We investigate whether the thoughts and perceptions of the teachers on gender differences correlates with academic performances of boys and girls and how these differences are built into the teacher-student relationship. The observations we collected in the five schools yield data showing that across different schools, genders, and different social or professional backgrounds, teachers expressed a preference toward male students. In45teacher interviews, teachers responded that they would treat girls and boys equally and pay the same attention to both genders in classroom interaction; however, in practice, they spent more classroom time on boys. Most of them are not aware that their behavior while teaching or their classroom management styles vary greatly toward girls and boys. Most of them also avoid talking about their representations of both sexes; they feel that all topics related to "gender" would reveal prejudices such as inequality or gender discrimination. They do not wish to be seen as participants in this discrimination. They claim that they treat boys and girls the same way. However, everything in their teaching practices shows another "reality," as it is through the approach to school activities with students in the "management" behavior during or out of the class, through the way to give girls and boys a voice in class. In China, the crucible of this differentiation is largely influenced by the traditional cultural attitudes to gender roles. However, not all the teachers have the same critical degree regarding this traditional division. The survey provides therefore also the details associated with this socially oriented distancing.We also find that despite the differences between schools (and teaching methods),, boys get higher attention and more "focus" than girls. Besides, the attention girls receive varies somewhat depending on the schools. Usually, in the schools which serve children of poor migrant workers and schools in rural areas, gender divisions are most visible, and boys are widely supported and encouraged in class to the detriment of girls. This mode of school socialization reinforces the results of family socialization which favors boys. Without (entirely) disappearing, the effect is less obvious in schools with children from affluent urban families. Indeed, the city of Shanghai appears relatively less influenced by traditional culture, because of its economic development. But there are still some traces of the traditional view of male superiority at primary school.The significantly greater attention paid to boys is reinforced by the Chinese educational system, which focuses on examination results, and evaluates schools and teachers on the marks obtained by their students. Gender stereotypes even combine logic and imagination in questions intended for boys, who are supposed to be able to answer them more easily, and associate the girls with being "emotional" or repetitive. In addition, girls in class behave obediently and thus are more apt to be part of the silent group to whom the teacher pays less attention. Througn analyzing the interaction in the classroom between teacners ana stuaents, we see that teachers’ attitude and their attention play a very important role in strengthening long term gender differences.更多还原

【Abstract】 An education system exposes individuals to a process of socialization during which the values that are considered appropriate become internalized. Through this process of socialization in schools, students adopt fundamental societal values from the pedagogic contents in class and other educational venues. The awareness of the fundamental values is reinforced by teachers’attitudes, expectations, different focuses on specific students as well as the impact of their peers.This research aims to find out what role gender plays in the teacher-student interaction in the classrooms of the primary schools (public) in Shanghai today. It seeks to examine how gender stereotypes operate in these interactions. This study compares eight primary schools in Shanghai, which were chosen because of the diverse array of student social backgrounds, geographical locations and teachers’quality. The methodology started by interviewing teachers in the sampled schools. We did not explicitly reveal the objectives of the questionnaires in order to avoid teacher gender prejudice. Some of the questions are:Do you have different perspectives on the roles of male and female students? Do the perspectives change your expectations about the students? What impact might this "consciousness"(or non-consciousness) about gender have on student behaviour? What attitudes may you have expressed toward girls and boys during classroom interactions? Are there any differences or similarities in your educational expectations concerning boys and girls? How do these expectation show up in the daily life of students in the classroom? Do these expectations change across subjects taught in schools? How effectively do you deal with student behavior (docility, undisciplined attitudes, etc.) Do your responses to these behaviors differ across gender? What shades can be made according to the social and geographical situation of schools in the sense that this situation leads to a different social recruiting of students? We investigate whether the thoughts and perceptions of the teachers on gender differences correlates with academic performances of boys and girls and how these differences are built into the teacher-student relationship. The observations we collected in the five schools yield data showing that across different schools, genders, and different social or professional backgrounds, teachers expressed a preference toward male students. In45teacher interviews, teachers responded that they would treat girls and boys equally and pay the same attention to both genders in classroom interaction; however, in practice, they spent more classroom time on boys. Most of them are not aware that their behavior while teaching or their classroom management styles vary greatly toward girls and boys. Most of them also avoid talking about their representations of both sexes; they feel that all topics related to "gender" would reveal prejudices such as inequality or gender discrimination. They do not wish to be seen as participants in this discrimination. They claim that they treat boys and girls the same way. However, everything in their teaching practices shows another "reality," as it is through the approach to school activities with students in the "management" behavior during or out of the class, through the way to give girls and boys a voice in class. In China, the crucible of this differentiation is largely influenced by the traditional cultural attitudes to gender roles. However, not all the teachers have the same critical degree regarding this traditional division. The survey provides therefore also the details associated with this socially oriented distancing.We also find that despite the differences between schools (and teaching methods),, boys get higher attention and more "focus" than girls. Besides, the attention girls receive varies somewhat depending on the schools. Usually, in the schools which serve children of poor migrant workers and schools in rural areas, gender divisions are most visible, and boys are widely supported and encouraged in class to the detriment of girls. This mode of school socialization reinforces the results of family socialization which favors boys. Without (entirely) disappearing, the effect is less obvious in schools with children from affluent urban families. Indeed, the city of Shanghai appears relatively less influenced by traditional culture, because of its economic development. But there are still some traces of the traditional view of male superiority at primary school.The significantly greater attention paid to boys is reinforced by the Chinese educational system, which focuses on examination results, and evaluates schools and teachers on the marks obtained by their students. Gender stereotypes even combine logic and imagination in questions intended for boys, who are supposed to be able to answer them more easily, and associate the girls with being "emotional" or repetitive. In addition, girls in class behave obediently and thus are more apt to be part of the silent group to whom the teacher pays less attention. Througn analyzing the interaction in the classroom between teacners ana stuaents, we see that teachers’ attitude and their attention play a very important role in strengthening long term gender differences.更多还原