英语学习的性别角色差异  

On Gender Differences in English Learning

作　　者：梁艳君[1] 范晓民[1] 

机构地区：[1]大连民族学院外国语文化系,辽宁大连116600

出　　处：《辽宁师范大学学报（社会科学版）》2006年第5期55-58,共4页Journal of Liaoning Normal University(Social Science Edition)

摘　　要：在个体社会化过程中,由于男女两性个体遗传素质存在差异,社会对男女性别提出的社会规范与行为标准也不同,个体依照自己的性别逐渐将外在的社会标准内化为自己的行为准则,使他们获得与性别相适应的心理特征和行为模式,这些性别角色的界限及其差别对各种社会活动都有一定影响,同样也表现在学生的外语学习活动中。学校教师在性别角色社会化过程中起着举足轻重的作用。在外语教学中,依据性别角色的基本理论,系统分析男女学生在认识能力、专业兴趣、成就动机、社会认知等方面的性别角色差异,能有效提高教学质量。In the process of individual socialization, because there are differences in heredity predisposition between men and women, the society raises different social norms and behavior standards to men and women. As for gender, individuals gradually internalize the external social norms to obtain the psychological characteristics and behavior patterns suitable in accordance with their gender. These gender role boundaries and differences have certain influence on various social activities including English learning activities, and the teacher plays a key role in the process of gender role socialization. In view of gender differences, to actualize effective English teaching, this article relies on the basic theory of gender role to systematically analyze the gender differences between schoolboys and schoolgirls in language thinking ability, interest, motivation, social cognition, and so on, hence provides theoretical basis for the improvement of English teaching effectiveness.

关 键 词：性别角色 英语学习 认识能力 成就动机 自我意识 社会认知 

分 类 号：B848[哲学宗教—心理学]