英语习语中存在性别歧视现象的原因与消除策略探讨

分析了英语习语中的性别歧视现象,从历史、文化、社会根源三方面指出了性别歧视存在的原因,并提出了消除性别歧视的策略.     

基于语料库的性别词汇研究

本文通过运用BNC等语料库,从性别成对词词序方面对英语的性别词汇进行定性和定量分析。并运用统计、比较等方法对语言中的性别差异和性别歧视进行分析和归纳。     

社会性别视角下高校女教师职业发展障碍调查研究

文章采用问卷调查等方法,对高校女教师职业发展状况进行了调查研究。结果显示高校女教师的科研呈现明显弱势,而高校的"轻教学重科研"考评制度,造成她们的工作相对贬值,"贤妻良母"的价值固化和高校的隐性性别歧视使女教师职业发展受阻,最后给出构建科学合理的考评体系和有效的激励机制以及帮助女教师缓解职业发展与家庭角色矛盾等政策建议以期破除障碍。     

消除用户主观评价差异的电子商务信誉模型

为增强电子商务中信誉评估的客观性和准确性,采用信任平移方法设计用户主观评价差异消除算法,在此基础上构建动态的电子商务信誉管理模型,通过模拟实验验证该算法的准确性和有效性,并对实验结果进行分析,同时指出今后的研究方向。     

双性化人格与大学生社交焦虑的相关研究

目的:探讨不同性别角色类型大学生的社交焦虑水平及两者之间的关系。方法:采用贝姆性别角色量表(BSRI)和交往焦虑量表(IAS),整群随机抽取400名大学生进行调查。结论:(1)被调查大学生中双性化人格比例明显高于其他性别角色类型。(2)大学生的社交焦虑水平普遍较高。(3)双性化人格特质与良好情绪状态具有较高的相关性,表现为双性化人格大学生的社交焦虑水平最低。     

贵州金沙方言的语音特点及其内部差异

金沙方言属于西南官话,在语音方面具有西南官话的一般特点,但又包含其自身所独有的特征。金沙方言内部存在差异,依据其语音特点可以分为城关片、清马片和源官片,同时应该分属西南官话川黔片成渝小片、西蜀片江贡小片和西蜀片岷赤小片等两片三个小片。     

Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling

In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls’ disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated with single-sex schooling, but not with family background. Attending a girls’ school confers a benefit only in South Korea, whereas the gendered curriculum counteracts the selectivity advantage of girls’ schools in Hong Kong. We find that a gendered social structure prevalent in both societies.     

浅析英语语言使用中的性别歧视现象

语言是表达思想的工具与载体,人的思想与语言是受不同时期社会文化影响着的,并时刻反映着的社会文化现象。语言使用中的性别歧视现象也正是人们“男尊女卑”的观念的写照。英语语言中的性别歧视现象可以从英语词汇、语音语调和语义这三个方面来陈述,以及从历史文化背景和社会根源两个方面来分析其产生的原因。只有改变思想观念,真正实现男女平等,才有可能根除英语语言中存在的性别歧视的问题。     

Sex-related differences in the acquisition of the van hiele levels and motivation in learning geometry

The purpose of this study was to examine the acquisition of the van Hiele levels and motivation of sixth-grade students engaged in instruction using van Hiele theory-based mathematics curricula. There were 150 sixth-grade students, 66 boys and 84 girls, involved in the study. The researcher employed a multiple-choice geometry test to find out students’ reasoning stages and a questionnaire to detect students’ motivation in regards to the instruction. These instruments were administered to the students before and after a five-week period of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with α = .05 were used to analyze the quantitative data. The study demonstrated that there was no statistically significant difference as in motivation between boys and girls, and that no significant difference was detected in the acquisition of the levels between boys and girls. In other words, gender was not a factor in learning geometry.     

Entertaining audiences,ensuring inclusivity,and considering media influence: Sixth graders’ understanding of media producers’ responsibility

Qualitatively analyzing 35 responses from a letter-writing homework in a media literacy education program, this study examines sixth graders’ understandings of producers’ responsibility in creating media content. Responses suggest their understandings about producers’ responsibility are bounded within the context of their media use as consumers, rather than as citizens. Findings focus on the importance of introducing contextual factors of media production as well as the challenges that researchers and educators might face.