想象对初一学生学科性别刻板印象的影响.pdfVIP

论 文 摘 要 学科性别刻板印象是指人们把性别和学科两个维度联系在一起 的刻板印象，人们通常认为男性适合学习和钻研理科或者工科方面的 学科，而女性适合学习与文史相关的课程。学科性别刻板印象普遍存 在于国内外的大中小学学生中。学科性别刻板印象不仅影响了女生对 理科的认同程度和学习理科的动机，而且影响女生理科能力的发挥， 也影响着教师对待女生学习理科的态度。 本研究采用外显问卷和内隐联想测验（IAT)对初一年级学生的学 科性别刻板印象进行了考察，并研究了想象对于初一学生学科性别刻 板印象的影响。外显测验结果显示：初一年级学生普遍具有学科性别 刻板印象，即认为男生更适合学习理科，女生更适合学习文科。内隐 测验结果显示：初一年级男生和女生都有显著的内隐学科性别刻板印 象。想象操纵对内隐学科性别刻板印象没有显著影响，对外显学科性 别刻板印象有部分影响，具体体现在反刻板印象想象条件下反而让学 生更倾向于把理科与男性联系在一起。通过对外显和内隐两部分测验 的相关性检验，得出外显测验结果与内隐测试结果存在分离。 关键词：学科性别刻板印象，想象，内隐联想测验 I ABSTRACT ABSTRACT AABBSSTTRRAACCTT Subject gender stereotype is a stereotype associated with gender and subject. People often assume that males fit for learning and studying science or engineering subject, and females for learning literature, history and related courses Subject gender stereotype prevalent in primary and 。 secondary school and college students at home and abroad. Subject gender stereotype influence not only the level of female identification with science and motivation to learn science, and affecting the ability of female science play, also affects teacher attitudes towards girls to study science。 This study used explicit questionnaires and implicit association test ( IAT )examines the subject gender stereotype of Grade Seven students , and studied the impact of the imagination for junior students subject gender stereotype. Explicit test results showed: Grade Seven students generally have subject gender stereotype, that boys are better for learning science, girls are better for learning arts. Implicit association test results showed: Grade Seven boys and girls have significant implicit subject gender stereotype. Imagine manipulating does not significantly affect the implicit subject gender stereotype, but effects for the explicit subject stereotype, embodied in the ant