关于儿童教育中理想性别角色问题的探讨

双性化人格是理想的性别角色模式，它结合了男性和女性心理素质的优点，儿童期是性别角色形成的关键期。影响双性化人格形成的因素包括：性别角色定型观念、家庭、社会角色期望等。在家庭、社会和学校教育教学中应摆脱传统模式束缚，致力于塑造更适应社会发展即具有双性化人格的新一代。     

性别角色新视角:双性化人格——对儿童家庭教育的启示

随着信息时代的到来,社会对人才的需求开始发生了一些变化,所需要的人才更多的融合了男性与女性原来所专属的优秀性别角色特征。双性化人格作为一种理想的性别角色模式,它的提出正是顺应了这一趋势。在对双性化人格的概念和性别角色理论阐释的基础上,主要从家庭方面提出对儿童双性化人格的培养建议。     

性别角色特点及其与人格、心理健康的关系

对性别角色的相关研究进行回顾,对性别角色特点、性别角色与人格、心理健康的关系进行梳理发现：性别角色特点表现在类型方面、研究的特殊群体方面、跨文化方面,性别角色与人格、心理健康各因素相关显著,性别角色的类型对人格、心理健康具有一定的预测作用。     

浅谈幼儿性别角色教育现状及对策

随着时代的发展和社会的不断进步,人们越来越重视强健的体魄和健康的人格对人的发展的重要性,但是在我们的教育中却忽略了性别角色教育,尤其是幼儿学前教育阶段,性别角色教育在我国还处于起步阶段,希望我们的家长、学校以及社会能更加重视幼儿性别角色教育。     

小学教师双性化人格特质的现状研究——以山西省运城市为例

随着社会的发展进步,双性化教育已经成为一种性别角色教育的新趋势。儿童时期是进行双性化人格培养的关键时期,教师的双性化人格特质对儿童性别角色的认同具有最直接的影响。本研究采用贝姆(Bem)的性别角色量表对小学教师的人格特质进行调查研究,研究发现:在小学教师中具有双性化人格的人数较多,男教师中具有男性化人格和女性化人格所占比例差异较小,女教师中具有女性化人格特质的人数明显多于男性化人格的人数,23-30岁之间具有双性化人格特质的教师人数最多。     

性别角色行为的形成及其社会适应

性别角色是社会按照人的性别分配给人的社会行为模式。[1] 人从出生之日起 ,就面临着巨大的社会化压力 ,人的行为要符合社会认可的性别角色。随着社会的发展 ,传统的性别约束已日益宽松 ,但性别角色仍是所有文化中的组成部分。本文试图对儿童、青少年在社会化过程中性别角色行为的形成以及在实际生活中的适应性作一阐述。一、对性别角色行为的描述不同性别的人各有其独特的行为模式。人格心理学家把人们性别角色行为的个体差异描述为男性化、女性化、双性化和未分化型。传统的男性化—女性化模型假设男性化与女性化位于性别角色的两端 ,男性…     

从“伪娘”现象探讨幼儿双性化人格的培养

随着社会的发展进步,双性化人格已经成为一种性别角色发展的新趋势。幼儿时期是进行双性化人格培养的关键期,本文借＂伪娘＂现象的热议之机来探讨有关幼儿的双性化人格的培养。在幼儿双性化教育中,家庭、幼儿园和社会应该充分发挥合力作用,在幼儿性别教育中要根据男女两性心理发展的规律,用正确的性别角色观念、理想的性别模式标准来实施性别教育,促进不同性别幼儿身心健康的和谐发展。     

试论儿童性别角色的双性化教育

在儿童性别角色社会化的问题上,双性化人格理论可以更好地迎合时代的需要,它具有自身的优越性．不同于现在出现的中性化人格。儿童性别角色形成与发展可以分为不同的阶段,教育者可以结合儿童性别角色发展所处阶段对儿童进行双性化人格的教育,在实施双性化教育的同时,要警惕由此而造成的负面影响。     

父母教养方式对儿童性别双性化发展影响的研究

社会的发展对儿童的性别角色的发展提出了新的要求,即形成兼具男女优势人格的双性化性别人格,在儿童双性化人格的形成中,父母教养方式有着很大的影响,本研究通过父母教养方式与儿童性别双性化发展的关系的量的研究来探讨父母教养方式对儿童性别双性化发展影响的程度,从而推动儿童双性化人格的塑造和培养研究.     

双性化人格视角下初中生性别角色调查研究

双性化是一种全新的性别角色模式,它具备男性与女性的长处和优点,能更好地调节个体,更好地适应环境,是未来性别角色教育的必然趋势。初中阶段是身体和心理急速发展的时期,也是性别角色决策的关键期。本文随机抽样四川省两所初中学校,调查初中生性别角色现状及其特点,并提出在双性化人格视角下初中生性别角色教育的对策,以期促进初中生人格的完善。     

Perceptions of Sex Roles: The Influences of Client Gender and Student-Counselor Attitudes

The author asked student counselors to predict sex-role behaviors of a hypothetical female or male client experiencing academic and personal difficulties. In general, student-counselor attitudes (liberal or moderate) toward sex roles influenced their predictions of client behavior in work and education roles but not in family roles. The sex of the client also influenced their judgements. The author discusses the implications of these findings for future research and for training programs to reduce sex bias in counseling.     

Learning sex roles in the high school

Conclusion The high school can be seen both as an environment for the playing out of previously acquired and anticipatory sex roles and as an active facilitator in the process of adjustment to stereotyped sex roles. In terms of academic achievement and occupational choice, students behave in ways consistent with the perpetuation of the extant sex structure. On the other hand they are encouraged in these behaviors in the classroom and by guidance personnel.     

性别角色教育的校本课程开发初探

当前,愈演愈烈的青少年性别角色模糊化现象,使得校本课程开发将性别角色教育纳入视野具有较大的必要性。学校中固有的性别角色刻板印象、教材中的性别偏见、教师性别比例结构失调等因素,均不利于学生的性别角色发展。作为同一性认同危机的青少年的性别角色模糊化现象,需要学校教育不断进行理念上的更新,并根据学生的不同年龄阶段特征,结合校本课程的要素(目标、内容、实施、评价四个方面)进行性别角色教育校本课程的全方位开发,从而实现青少年性别角色发展的正常社会化。     

关于性别角色认同研究的深层思考

在性别角色认同研究中存在不同的研究模式，研究模式的差异导致研究结果之间的分歧。因此，有必要从概念界定、研究工具和对象的选择及影响因素等几个方面明确性别角色认同研究的理论机制，以对该领域研究进行科学规范。     

The Upbringing of Girls in Turkey

Although the topic "the upbringing of girls" is one that crosses cultural boundaries, socialization into specific sex roles, nonetheless, varies quite widely from culture to culture. The decision to deal with the topic of girls' upbringing in the context of the Turkish folksong results from the fact that there is almost no literature on girls' upbringing in Turkey, while on the other hand there are folksongs which are sung and played frequently. The contents of these songs show a definite concern with sex roles, as well as the types of relations desired between the sexes. It is a generally known fact that, in the tradition-bound society of Turkey, girls are prepared not merely for their later roles as women, but also specifically for their roles in marriage and the family. The question is to what extent the topic of girls' and women's roles are touched upon in folksongs, and with what potential for any development. The notions, feelings, and wishes communicated in the texts of folksongs portray women and girls as as they are seen by the broad population throughout the country and reveal how this picture is conveyed from adults to children.     

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Applying concepts of Hugh Dalziel Duncan and Kenneth Burke to the rhetoric of Erik H. Erikson reveals that Erikson's thesis supports a social hierarchy that is based upon sex roles and supported by the mysteries of sex and science.     

Teacher Ideology and Sex Roles in Curriculum Texts

This paper explores the relationship between teachers’ general beliefs about sexism in society with their views on sexism in curriculum materials. In so doing, it seeks to elaborate on the nature of teachers’ ideological perceptions of sexism, sex roles and feminism. By analysing sex stereotyping in the school texts of one secondary school for the subjects English, mathematics and French, the research reported in the paper substantiates much of the previous research in this area which has found school texts to be male dominated. In conclusion, the paper suggests that, in certain cases, teacher ideology could be a considerable obstacle to the development of anti‐sexist pedagogies because those teachers who support traditional sex roles tend to resist or devalue anti‐sexist initiatives in education.     

Being and Becoming: teachers’ perceptions of sex‐roles and actions toward their male and female pupils

The article discusses the changes to sex‐roles which teachers perceived to have occurred during the past decade or so, and how such perceptions affected themselves and their teaching of male and female pupils. The research took place in two primary schools in Victoria, Australia and comprised of interviews and observation methods. The results demonstrated that there were differences between male and female teachers’ perceptions of sex‐role changes and also the age of teachers affected their interpretation of female pupils’ behaviour. Female teachers were found to have an ambiguity of self‐concept in terms of their understanding of women's roles as both mothers and teachers. Several examples of teachers’ comments and interactions with their pupils are discussed and interpreted within an interactionist framework.     

Combating sexism in the preschool environment

Gifted Children need to know, and at a very young age, that sex roles have no bearing on excellence.     

Parents and sex education—looking beyond ‘the birds and the bees’

The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively.