综合课程改革中“拼盘”现象的分析

一、“拼盘”式综合现象存在的合理性不可否认“,拼盘”式综合普遍存在源于其存在的合理性,它适应了现阶段改革的基础,是客观规律的反映。1“.拼盘”式综合——综合课程改革深化的必经阶段课程综合化趋势的出现是我国在分科课程上的绝对化阻碍了教育的发展和学生综合素质的培养所导致的结果,但并不意味着分科课程体系即刻土崩瓦解,综合课程体系一蹴而就,课程综合化是一个循序渐进的过程。首先,分科课程有其存在的价值和依据。虽然我国的分科课程过细、过窄的状况,一定程度上阻碍了学生的知识体系的融合性和综合思维能力的培养,但分科课程本…     

“不同的声音”——女性主义视角下的课堂教学

女性主义是一种以服务于妇女解放,追求性剐平等为宗旨的思想取向。女性主义者认为,在传统课堂教学中充斥着性别化教育,存在着性别屏蔽、性别刻板现象,导致女性话语权的丧失,使女性处于不利地位。她们主张重构现行课堂教学,提倡关爱教育;呼吁教师建立性别意识,消除性别歧视;“解放”和“赋权”于学生;主张因性施教。这些主张体现着现代课堂教学民主化的趋势。     

支持分科

文理分科是近年来颇受学生、家长关注的一个话题。私下常听到这样的议论:“今年要文理分科了,又可以不学讨厌的历史、政治、物理、化学了!”“今年改文理综合了,题目总体难度会降低,太好了。”“文理综合,那岂不是要学很多东西,负担重啊……”究竟该怎样评价“文理分科”呢?有许多人认为它违背了素质教育的原则,使学生偏向于文或者理,导致了学生的不全面发展。笔者对这种说法提出质疑,文理分科是否会限制素质教育的发展呢?素质教育,以寻求人的全面发展为目标,但最终目标是社会的全面发展。文理分科,是大学选拔的机制。一种制度的存在,必有其…     

也议“文理分科”

2009年,教育部在制定国家教育发展规划时就“文理分科”问题向全国征集意见。笔者认为,“文理分科”只是普通高中教育中的一个问题,而非当前中国高中教育中的最迫切需要解决的根本问题,但是,笔者还是从历史角度、高中教育发展的现状以及文理分科现象背后的精神实质等方面阐述观点。     

论俄罗斯的分科教学

本文论述了当前俄罗斯高中的分科教学情况。指出分科教学的用意是要实现学生对未来发展的不同选择,分析了分科教学体系的高年级基础教学计划中的三种课程类型,以及分科教学的经济保障“学时拨款制”。     

语言中的性别歧视

一经历了长期发展的人类社会,现在仍为性别歧视所困扰。性别歧视(sexism)是以性别为基础而产生的一种歧视现象。从字面来看,它既表示男性也表示女性因所属性别而受到的歧视,但是,实际上现在提到的性别歧视常指对女性的歧视。如《朗曼英语词典》给sexism一词所下的定义是“以性别为基础的歧视,尤其是男性对女性的偏见”。其他词典的释义有“男性主义”、“歧视女性”等。为此,在本文中所说的“性别歧视”专指对女性的歧视。     

综合课程面临的几个问题丛立新

一体化是综合课程最完美的设想。然而，一体化的成功很难见到，“拼盘”式综合却是普遍的现实。这种现象本身源于分科课程与综合课程的复杂关系，这种复杂关系决定了分科课程与综合课程在课程结构中都有自己的地位。根据学生发展和社会需求的不同，综合课程在对象、跨度、开设阶段上都应当是多样的，综合课程的生命力在于多样化。     

高校小语种专业的“性别失衡”及其影响

近年来,在中国高校的一部分专业出现了“女多男少”的性别失衡现象,小语种专业尤为凸显。这种性别失衡现象对学生心理性格形成与气质生成、课堂教学、学生的视野和思辨能力、学校教育管理、女生的个人发展以及社会的和谐、稳定与发展方面都产生不小的负面影响。     

医学与性别：维多利亚时期文学中的女护士与女医生

南丁格尔现象是19世纪医学领域的里程碑事件,不仅扭转了19世纪公众心中女护士这一职业的刻板印象,使女护士这一职业成为女性走入公共领域的滩头阵地,而且激发和提振了女性进入现代医学行业的信心,使女医生成为19世纪显现度最高的“新女性”代表。然而,女护士和女医生的涌现,也引起了维多利亚社会的不安和焦虑。19世纪英美文学敏锐地捕捉到这一时代身影和时代“症候”,将医学女性纳入文学想象,加入性别与医学议题的公共论坛。本文以“女护士”和“女医生”作为管窥维多利亚时代医学女性和女性发展的重要窗口,首先阐述19世纪医学话语和性别话语等对医学女性的多重建构,然后分析英美文学对医学女性的表征及其发挥的文化功能,揭示医学话语、性别话语、文化表征之间的交互关系。     

心理双性化调查研究

为了解本科大学生性别特质分布的特点,为大学生的心理健康教育提供科学依据,实验采用性别角色量表,对来自不同地区的400名大学理科和文科的一至三年级学生的性别特质分布进行问卷测试.结果表明,男性化、女性化、双性化和未分化4种性别特质类型,其大致比例为1:5:23:1.不同性别在性别特质上存在显著差异,而不同分科以及不同地区在性别特质方面没有差异.因此,学校应该对大学生进行人文教育不断地改变其性度取向,改善其心理品质,促进双性化的进一步发展.     

Student Ratings and Professor Self-Ratings of College Teaching: Effects of Gender and Divisional Affiliation

Twenty female and 23 male professors at a liberal arts college participated along with their 803 undergraduate students in a questionnaire study of the effects of professor gender, student gender, and divisional affiliation on student ratings of professors and professor self-ratings. Students rated their professors on 26 questions tapping five teaching factors as well as overall teaching effectiveness. Professors rated themselves on the same questions as well as on nine exploratory ones. On student ratings, there were main effects for both professor gender (female professors were rated higher than male professors on the two interpersonal factors) and division (natural science courses were rated lowest on most factors). These patterns were qualified by significant interactions between professor gender and division. Although professor self-ratings varied by division, there were few significant correlations between professor self-ratings and students' ratings. Implications for future research are discussed.Appreciation goes to Laura Capotosto and Julie Phelan for their research assistance.Suzanne Montgomery is now at Widener Law School, Philadelphia, PA, USA.     

Gender,race, ethnicity,and science education in the middle grades

This article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth-grade students (NELS-88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high-ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science-related careers.     

高校女生管理问题的社会性别审读

从社会性别视角解读女大学生管理工作,分析了目前管理工作中的“性别无意识”问题．并结合高校的实际和当代的管理理念,关注和探讨基于社会性别视角的女大学生管理工作的新形式。     

Gender,culture and STEM: Counter-intuitive patterns in Arab society

Using longitudinal administrative data to track student achievement and choice, we show how social conditioning shapes gender differences in the choice of STEM study fields, after controlling for prior achievement and socio-economic background. The male majority in advanced matriculation electives in mathematics, physics, and computer science, observed among students in Hebrew-language schools in Israel as in other Western societies, is reversed among Arab students, a society with markedly less gender equality. This greater representation of Arab female students in STEM study fields is only partially explained by the large gender gap favoring girls in eighth-grade mathematics and science achievement in Arabic-language schools. Much of the remaining difference in gender gaps can be traced to differences in the relationship between prior circumstance and choice between the two groups. This belies the notion of a congenital female aversion to traditionally male STEM subjects, and accords with previous findings that gender differences in preferences are greater in societies with greater gender equality. Following a cohort of eight-grade students to matriculation eliminates the selection bias that attenuates estimates of gender gaps in studies that analyze choices of college-bound students.     

Explaining a reverse gender gap in advanced physics and computer science course-taking: An exploratory case study comparing Hebrew-speaking and Arabic-speaking high schools in Israel

In the past three decades in high-income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew-speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic-speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic-speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew-speaking school prioritizes self-fulfillment and “free-choice,” while in the Arabic-speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic-speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses.     

The effect of gender composition of faculty on student retention

The gender composition of faculty is an important issue on many campuses. Substantial efforts are taken by colleges to hire a diverse faculty where women are equitably represented. Several papers suggest that female faculty can act as role models for female students. This issue is particularly emphasized in science and engineering programs. However, empirical research finds mixed support for this hypothesis. We provide a new test of this issue by examining whether female students have higher first-year retention rates when a greater percentage of their classes are taught by female faculty. There is a positive relationship between retention of female students and the percentage of their science and mathematics classes taught by female faculty. Also faculty gender has a greater impact on female students when their classes have few female students. Thus this study provides support for gender-based programs for hiring.     

Paradox of student gender: a case study of economic education from China

In many Chinese universities and colleges, female students outperform male students in social science subjects. This paper presents a case study, which examines gender difference in economic education in a Chinese university. We look at a sample of students from the Chinese university and find that holding constant observed student characteristics, female students on average appear to earn higher scores than male students and the gender difference is primarily driven by low achieving students. We further find that the gender difference in exam scores is not because of female students' ability, family background and other unobservable student characteristics. Instead, it is simply a result of female students exerting more effort than male students. We finally explore a wide range of possible explanations for the gender difference in diligence, but find little support for any of the explanations.     

从社会性别角度看古代海南“女耕男儒”现象

“女耕男儒”表面上看似是海南古代社会的一种特殊性别分工形态,但从社会性别角度出发,视其为一种性别权力关系,会发现其背后蕴含着两性之间权力和地位的博弈.“力田”、“负贩”的行为让海南女性从家里走到家外,极大挑战男性的尊严和地位.但流行于古代海南地区的“男子生来即读书”的价值观将“女劳”与支持男性“向学”的目的相挂靠,使女性“主外”行为成为服务于男性的从属性行为.在这种情况下,女性“主外”行为的从属性和服务性使其社会价值被贬低,相反,男性的权力和地位却得到维护和加强.“女耕男儒”的性别关系最终演变成海南独有的“女劳”且“女卑”、“男逸”却“男尊”的父权文化表现方式.     

Academic Effort and Achievement in Science: Beyond a Gendered Relationship

This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender–immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students’ abilities to transfer knowledge to new situations that have not been learned in the classroom.