摘要
人类的心理即具有许多共同性,又存在个体差异和群体差异。性别差异是一种群体差异,是指男女两性由于生理因素不同而表现出来的心理差异,在数学能力中究竟有没有显著差异?对高中生的数学逻辑思维能力有哪些影响呢?在数学高考150分的严峻形势下,在新课程改革的呼声中,对学生的能力要求越来越高,对数学能力的培养,逻辑思维能力的培养至关重要。
在十几年的教学中会发现,刚进入高中时数学成绩相同的男女学生,在经过一段时间的学习后,会出现女生数学成绩不及男生的明显差异,针对此问题,我从三个学校抽取部分学生期中市统考成绩分析,以及逻辑思维能力测试,调查问卷,三个方面进行调查并且对结果进行分析。原因分析从男女遗传、大脑机制等生理因素,从认知方式、记忆方式、思维、意志、自信心、兴趣等心理因素方面,从性别刻板印象、社会文化形态、教育等社会环境方面,对学生的逻辑思维能力进行探测。
为了学生的全面发展,发挥男女同学在数学能力上的优势,采取相应的教学措施。教学中更新教师的教学方法,指导学生的学习方法,树立正确的性别差异观,实施因性施教。从概念、命题、推理的教学,来培养女生的逻辑思维能力,提高女生的学习兴趣,增强女生学习数学的自信心。并针对男女生在数学能力上的差异作为教育资源来开发,以帮助女生学会数学,学好数学,让更多的女生迈进大学校门,踏入数学这个理科领域,在数学领域开辟一片新天地。
Human psychologies have many commonalities, but there are individual differences and differences between groups. Gender differences are, a kind of group differences, is the psychological differences shown by men and women because of different physiological factors. Is there a significant difference between them in mathematical ability? And what are the implications on the math logical thinking ability of high school students? The full mark of the College Entrance Examination in Mathematics is 150 points, under the grim situation, and in the voice of the new curriculum reform, there are higher and higher demands on the students’abilities. As for the cultivation of mathematics abilities, the training of logic thinking ability is essential.
In my more than 10 years’teaching experience, I have found that male and female students who had the same mathematics grades when they just entered high school, in a period of time, will have obvious difference in their mathematics achievement, that is, girls are not better than boys. In view of this issue, from three schools I collected the result analysis of some students in the mid-term examination of Zibo city, and I did some tests on logical thinking ability, a questionnaire survey, the three aspects of the results have been analyzed. My reason analysis ranges from physiological factors such as the brain mechanisms and genetic differences between men and women, from psychological factors such as cognition, memory, thinking, will, confidence, interest, and other social environment factors such as gender stereotypes, social culture, education, so I detect the students’logical thinking ability.
For the overall development of students, we must take the advantages of mathematical ability of male and female students, and take corresponding teaching measures. Teachers ought to update their teaching methods, guide students’learning, establish a correct concept of gender differences, make sure their implementation of teaching agree with gender differences. From teaching of concepts, propositions and reasoning, teachers should develop female students’logical thinking, and increase female students’interest in learning and enhance their self-confidence to study mathematics. And teachers should develop the differences in mathematics between male and female students as an education resources, to help girls learn mathematics better, so as to let more girls enter Universities, and open up a new world in the field of this mathematical science.
引文
[1]马忠林.数学课程论[M].南宁:广西教育出版社,1998, 25
[2][9]王子兴.数学教育学导论[M].南宁:广西师范大学出版社,1996
[3]克鲁捷茨基.中小学数学能力心理学[M].上海:上海教育出版社,1983
[4]林崇德.中学生能力发展与培养[M].北京:北京教育出版社,1992
[5]孙敦甲.心理发展与教育[M].北京:北京教育出版社, 1987
[6]徐有标.数学教学与智能发展 [M].北京:光明日报出版社,1991
[7]马忠林.数学学习论[M].南宁:广西教育出版社,1993 . 114
[8][24] [31]胡炯涛.数学教学论[M].南宁:广西教育出版社,2000. 63-87
[10][35][36]喻平.教学教育学导引[M].南宁:广西师范大学出版社.1998 . 213-227
[11]刘安君、孙全森.数学教育学[M].济南:山东大学出版社,1997 .346
[12]陆书环、傅海伦.教育教学论[M].西安:陕西科学技术出版社,2004 .118
[13]章士藻.中学数学教育学[M].北京:高等教育出版社,2007 .118
[14]李士锜.数学教育心理[M].上海:华东师范大学出版社,2005 .235
[15] [26]傅安球.青年性别差异心理学[M].上海:上海教育出版社,1988 .71
[16][23][27][29]顾海根.心理差异与教育[M].上海:上海学林教育出版社,2002 .188-127
[17]田学洪.评论两性差异心理[M].北京:教育科学出版社,1998 .61
[18]林崇德.中学生能力发展与培养 [M].北京:北京教育出版社,1996
[19]唐盛昌.试析男女在数学学习中的差异 [M].北京:教育研究出版社,1982
[20]胡中锋.中学生数学能力之性别差异与教学建议[J].现代教育论丛,2001(1)
[21]刘仁运.中学生数学能力性别差异的调查研究 [J].长春师范学院学报,2003(1)
[22]凌生智.数学上的性别差异现象原因分析[J].数学教育学报 , No134
[25]李寿新.认知方式的理论与应用[M].北京:中央文献出版社,2006
[28][30][38]强海燕.性别差异与教育[M].西安:陕西人民教育出版社,2000. 118-17
[32][33][34]曹才翰、章建跃.数学教育心理学[M].北京:北京师范大学出版社,2006 . 104-111
[37]毛鸿翔、季素月.数学教学与学习心理学[M].沈阳:辽宁教育出版社,1988. 176
[1] 张奠宙.数学教育研究导引[M].南京:江苏教育出版社,1998
[2] 顾泠沅.教学实验论[M].北京:北京教育科学出版社,1994
[3] 何尧荣.男女学生心理差异及女生物理学习对策[J].中学生数理化,1999(8)
[4] [美]。D.A.格劳斯.数学教育学研究手册[M].上海:上海教育出版社,1999
[5] 郑毓信.数学教育的现代发展[M].南京:江苏教育出版社,1999
[6] 吴增强.学习心理辅导[M].上海:上海教育出版社,2001
[7] 周瑛.教育心理学[M].北京:警官教育出版社,1998
[8] 林崇德.教育的智慧 [M].北京:开明出版社,1999
[9] 张定强.中学生数学学习中的性别差异[J].数学教育学报,2003(1)
[10] 韩仁生.高中生数学考试失败归因的性别差异研究[J].上海教育科研,1994(6)
[11] 徐菁.结合性别差异谈中学女生学数学[J].科教文汇,2006(2)
[12] 季云和.中学生数学学习性别差异调查分析[J].温州师范学院学报,1999(2)
[13] 张新颜.中学生数学能力性别差异研究述评[J].天津师范大学学报,2006(2)
[14] 谈悦华.创建平等的数学学习环境[J].中等职业教育,2006(14)
[15] 张敏强.教育测量学[M].北京:人民教育出版社,1997
[16] 严建兵.浅谈教学思维能力[J]. 山东教育科研,2000(3)
[17] 张华.课程与教学论[M].上海:上海教育出版社,2000
[18] 邵瑞珍.教育心理学[M].上海:上海教育出版社,1996
[19]黄希庭.心理学[M].上海:上海教育出版社,1999
[20]张大均.教育心理学[M].北京:人民教育出版社,2001
[21]贾进强.性别心理探密差异[M].北京:中央民族大学出版社,1997
[22]吴宪芳.数学教育学[M].武汉:华中师大出版社,1998