性别社会化视角下教师态度的性别差异与实践表征——以上海市小学课堂为例  

Gender Differences and Practice Representation of Teacher Attitude on the Perspective of Gender Socialization——Cases of Shanghai Primary School Classes

作　　者：张丹 ZHANG Dan(Institute of International and Comparative Education,Faculty of Education&Center of Inclusive Education,East China Normal University,Shanghai,200062,China;Faculty of Education,University of Cambridge,CB28PQ,UK)

机构地区：[1]华东师范大学教育学部国际与比较教育研究所,全纳教育研究中心,上海200062 [2]英国剑桥大学教育学系,剑桥CB28PQ

出　　处：《全球教育展望》2022年第12期46-61,共16页Global Education

基　　金：2020年上海市曙光人才计划项目“社会空间视角下的流动儿童社会融入研究——以上海为例”阶段性成果。

摘　　要：本文基于性别社会化视角,探究上海市小学课堂互动场域中教师态度的性别差异与实践表征,教师如何在课堂互动中建构性别边界,及其对学生课堂中的性别观念界定、情感导向以及行为规约的认知差异。研究采用半结构式访谈,辅助课堂观察的质性研究方法,探究上海市公立小学与随迁子女小学中教师态度的性别差异与实践表征。研究发现,教师的课堂教学行为存在态度上的性别差异,具体表现为对学生课堂表现的性别认知与情感倾向差异,以及对学生纪律问题的处理方式与态度归因存在差异性认知。教师作为学生性别社会化的主要媒介,在课堂互动中通过情感倾向、态度反应、行为规约等逐步建构性别边界,使性别表征得以再生产。而这一过程并非单向性的,而是受到师生性别角色与行为双向互动的影响,并再生产了性别差异。本文通过上海市的案例丰富了性别实践研究领域,对教师教育与教育公平的性别维度探讨具有重要启示意义。This paper tries to use qualitative research method especially focusing on in-depth teacher interview, as well as class observation to explore how teacher attitude produces gender differences and what’s the representation for this gender practice during teacher-student interaction in Shanghai primary school classes on the perspective of gender socialization. This study found that teacher differ in their teaching behavior, their perception and emotional orientation to students’ classroom performance on gender perspective, specifically on manners of treatment for students’ disciplinary issues and attitude attribution. Teachers, as social agency for students’ gender socialization, gradually construct the gender boundaries, and then gender practice representation can be reproduced during class interaction. This is not a one-way process, but is a mutual effect of gender roles and behaviors of both teachers and students, and reproduces the gender differences.

关 键 词：教师态度 性别差异 实践表征 上海课堂 

分 类 号：G622.4[文化科学—教育学]