性别刻板印象在当今社会中广泛存在,对女生数学学习产生深远影响。本论文旨在探讨性别刻板印象如何影响女生在数学学习中的自我认知、动机和学习表现。研究发现,性别刻板印象可能导致女生对自身数学能力的怀疑,减少对数学的兴趣,并在数...性别刻板印象在当今社会中广泛存在,对女生数学学习产生深远影响。本论文旨在探讨性别刻板印象如何影响女生在数学学习中的自我认知、动机和学习表现。研究发现,性别刻板印象可能导致女生对自身数学能力的怀疑,减少对数学的兴趣,并在数学测试中表现不佳。为解构性别刻板印象,教育者可以采用鼓励性的语言,提供积极反馈,强调女性在数学领域的成功案例;家庭和社会应消除性别角色限制,传递正面信息,支持女性角色建模。此外,提供平等的学习机会与资源、推广性别平等政策也是关键。未来的研究应聚焦于长期干预效果、多学科研究、策略效果比较等方向,以实现更公平、鼓励女性参与数学学习的目标。Gender stereotypes exist widely in today’s society and have a profound impact on girls’ math learning. This paper aims to explore how gender stereotypes affect girls’ self-perception, motivation and learning performance in mathematics learning. Research has found that gender stereotypes can lead girls to doubt their math abilities, reduce their interest in math, and perform poorly on math tests. To deconstruct gender stereotypes, educators can use encouraging language, provide positive feedback, and highlight the success stories of women in math. Families and society should eliminate gender role restrictions, pass on positive messages, and support female role modeling. In addition, providing equal learning opportunities and resources and promoting gender equality policies are also key. Future research should focus on the long-term intervention effect, multidisciplinary research, and strategy effect comparison, so as to achieve the goal of more equitable and encouraging female participation in math learning.展开更多
文摘性别刻板印象在当今社会中广泛存在,对女生数学学习产生深远影响。本论文旨在探讨性别刻板印象如何影响女生在数学学习中的自我认知、动机和学习表现。研究发现,性别刻板印象可能导致女生对自身数学能力的怀疑,减少对数学的兴趣,并在数学测试中表现不佳。为解构性别刻板印象,教育者可以采用鼓励性的语言,提供积极反馈,强调女性在数学领域的成功案例;家庭和社会应消除性别角色限制,传递正面信息,支持女性角色建模。此外,提供平等的学习机会与资源、推广性别平等政策也是关键。未来的研究应聚焦于长期干预效果、多学科研究、策略效果比较等方向,以实现更公平、鼓励女性参与数学学习的目标。Gender stereotypes exist widely in today’s society and have a profound impact on girls’ math learning. This paper aims to explore how gender stereotypes affect girls’ self-perception, motivation and learning performance in mathematics learning. Research has found that gender stereotypes can lead girls to doubt their math abilities, reduce their interest in math, and perform poorly on math tests. To deconstruct gender stereotypes, educators can use encouraging language, provide positive feedback, and highlight the success stories of women in math. Families and society should eliminate gender role restrictions, pass on positive messages, and support female role modeling. In addition, providing equal learning opportunities and resources and promoting gender equality policies are also key. Future research should focus on the long-term intervention effect, multidisciplinary research, and strategy effect comparison, so as to achieve the goal of more equitable and encouraging female participation in math learning.
