普通高中生学业成绩性别差异形成机制研究——基于K市的实证分析  

Research on the Formation Mechanism of Gender Differences in Academic Performance of General High School Students Based on Grounded Theory

作　　者：王星霞[1] 夏平花 WANG Xing-xia;XIA Ping-hua(Department of Education,Henan University,Kaifeng,Henan,475001,RPC;College of Arts,Hainan Normal University,Haikou,Hainan,571158,PRC)

机构地区：[1]河南大学教育学部,河南开封475001 [2]海南师范大学文学院,海南海口571158

出　　处：《当代教育与文化》2024年第4期72-80,共9页Contemporary Education and Culture

基　　金：2021年度河南省社会科学规划项目“普通高中学生学习成绩的性别差异研究”(2021BJY006)阶段性成果。

摘　　要：在人口发展不平衡和男孩学业危机的背景下,研究以河南省K市高考成绩为学生学业成绩样本进行统计学分析,发现当前普通高中生学业成绩存在显著的性别差异。运用扎根理论的研究方法进一步考察发现,普通高中生学业成绩性别差异现象的形成机制较为复杂,是由个体、家庭、学校教育、社会共同构成的复杂系统,具体表现为:微观层面的个体智力因素、非智力因素、父母期望、教养方式,中观层面的学校教育管理、学校教育评价,宏观层面的社会经济制度变迁、社会人口政策调适、女性政治地位提升、性别刻板文化等。未来的高中教育改革一定要关注这种变化,并在对众多影响因素全面考量的情况下进行综合改革。Under the background of unbalanced population development and boys'academic crisis,this paper takes the College Entrance Examination results of K City in Henan Province as the sample of students'academic performance.The statistical analysis results display that there are significant gender differences in the academic performance of general high school students.Based on the grounded theory,this paper constructs the formation mechanism of gender differences in general high school students'academic performance,which is a complex system composed of individuals,families,school education and society.Specifically,first is the micro level:individual intelligence factors,non-intelligence factors.Second is the medium level:parents'expectation,parenting style,school education management and evaluation.Third is the macro level:economic system changes,adjustment of the demographic policy,female political status advancement and gender engraving culture.The future reform of high school education must pay attention to these changes and carry out comprehensive reform under the condition of comprehensive consideration of many influencing factors.

关 键 词：普通高中生 学业成绩 性别差异 扎根理论 

分 类 号：G632.0[文化科学—教育学]