家庭教育中性别话语的社会建构——基于扎根理论的分析  

Social Construction of Gender Discourse in Family Education Seen from Rootedness Theory

作　　者：齐学红[1] 张怡 QI Xue-hong;ZHANG Yi(Institute of Moral Education,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《南京晓庄学院学报》2024年第5期72-78,124,共8页Journal of Nanjing Xiaozhuang University

基　　金：全国教育科学“十三五”规划课题国家一般项目“历史文化视域下的师德建设长效机制研究”(BEA200117)。

摘　　要：社会建构论认为,个体生而为男为女,没有天生的性别认知,经过后天的社会建构之后才会成为男人和女人。家庭是个体自出生起就存在的日常活动场所,性别观念潜藏于其中,通过各种形式影响个体的性别建构。采用质性研究方法,对12名研究生开展深度访谈,运用扎根理论,分析提炼出学业、性格、外貌、婚姻、性认知五个维度,以及性别区隔和性别定势两个层级的性别话语建构过程,对家庭教育中性别话语体系的建构过程提出批判性思考,以期拓展性别气质自由发展的社会空间。The social construction theory holds that individuals are born male and female,with no innate gender cognition,and become men and women only after acquired social construction.The family is the place of daily activities for individuals since birth,in which the concept of gender is latent and influences the gender construction of individuals through various forms.Using qualitative research methods and in-depth interviews with twelve graduate students,we analyze and refine the process of constructing gender discourse in five dimensions of academics,personality,appearance,marriage,and sexual cognition,as well as in two levels of gender segregation and gender stereotypes,using the rooting theory,and offer a critical reflection on the construction process of the gender discourse system in family education,with the aim of expanding the social space in which gender temperament can develop freely.

关 键 词：家庭教育 性别观念 性别建构 扎根理论 性别气质 

分 类 号：G40-011[文化科学—教育学原理]