中学生内隐及外显数学-性别刻板印象的发展特点及其关系研究  

Study on the Development Characteristics and the Relationship between Middle School Students’ Implicit and Explicit Mathematics Gender Stereotype

作　　者：宋淑娟[1] 

机构地区：[1]黄冈师范学院教育科学学院

出　　处：《数学教育学报》2015年第5期37-40,共4页Journal of Mathematics Education

基　　金：2011年教育部人文社会科学研究青年基金项目——数学-性别刻板印象的调查及其威胁效应的研究(11YJC190017)

摘　　要：数学-性别刻板印象对女生的理科学习有重要影响，刻板印象不但有外显层面还有内隐层面．通过问卷调查和内隐联系测验（IAT）分别对中学生的外显和内隐数学-性别刻板印象进行调查，并分析他们的年级发展变化特点．研究发现，中学生总体不存在外显数学-性别刻板印象，但是明显存在内隐数学-性别刻板印象，初中阶段数学-性别刻板印象发展很快，随着年级升高越来越强烈，到了高中趋于缓和，尤其高二、高三又有所下降．Mathematics gender stereotype imposes great influences on girls＇ science learning. Stereotype contains explicit andimplicit levels. Research investigated middle school students＇ explicit mathematics gender stereotype through the questionnairesurvey and implicit mathematics gender stereotype by the Implicit Association Test （IAT）. The study found that middle schoolstudents didn＇t have explicit mathematics gender stereotypes generally, but they obviously have implicit mathematics genderstereotypes. Mathematics gender stereotypes developed quickly with the raise of grades in junior middle school stage, whiledeveloped slowly in high school stage, and there was a slight decline in eleventh grade and twelfth grade.

关 键 词：外显数学-性别刻板印象 内隐数学-性别刻板印象 中学生 

分 类 号：G420[文化科学—课程与教学论]