新高考背景下男女生选考物理的动机比较研究  

A COMPARATIVE STUDY ON THE MOTIVATION OF MALE AND FEMALE STUDENTS IN CHOOSING PHYSICS UNDER THE BACKGROUND OF THE NEW COLLEGE ENTRANCE EXAMINATION

作　　者：高诗雨 杨洁[1] GAO Shiyu;YANG Jie(College of Teacher Education,East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学教师教育学院,上海200062

出　　处：《物理与工程》2025年第1期152-156,共5页Physics and Engineering

摘　　要：随着新高考制度在我国的推广和实施,学生的选考科目日益多样化。本研究旨在探讨新高考背景下男女生选择物理的动机差异。研究发现,尽管新政策鼓励学生基于兴趣和能力选科,但外部因素,如本科专业选择限制,对选科决策产生了显著影响。特别是女生,她们在选科时受到更大的外部压力,但选择更为理性,对未来职业规划更明确。相反,男生因热爱物理而选科的动机更为感性。尽管新制度下女生选考物理的人数未减,但这并未延续至大学,暗示短期外在动机不足以决定长期职业选择。本研究为教育政策制定和实践提供了有力的理论和实证支撑,建议教育部门深入了解影响因素,确保学生能做出最佳选择。With the promotion and implementation of the new college entrance examination system in our country,the elective subjects for students are becoming increasingly diverse.This paper aims to explore the motivational differences between male and female students in choosing physics under the new college entrance examination context.The research has found that although the new policy encourages students to choose subjects based on their interests and abilities,external factors such as restrictions on undergraduate major selection have a significant impact on subject selection decisions.Especially for female students,they face greater external pressure when choosing subjects,but their choices are more rational,with clearer future career planning.In contrast,male students have a more emotional motivation to choose subjects due to their love for physics.Although the number of female students choosing physics has not decreased under the new system,this trend does not continue into university,indicating that short-term external motivation is not sufficient to determine long-term career choices.This study provides strong theoretical and empirical support for the formulation and practice of education policies.It is recommended that the education department deeply under-stand the influencing factors to ensure that students can make the best choices.

关 键 词：新高考制度 选考科目 男女生选择动机 外部因素 

分 类 号：G633.7[文化科学—教育学]