Study On The Junior Gender Differences In Chinese Learning

"Gender and Education"has become the international education sector, academia wide hot issue, our government has been aware of the importance of gender issues in education. May 22, 2001 the State Council promulgated the"Outline for the Development of Chinese Women (2001-2010)"and"Outline for the Development of Chinese Children (2001-2010)"clearly states:"In the course content and teaching methods of education reform, integrating gender awareness into teacher training courses,""gender equality perspective into the content of education."At the same time, new curriculum Reform proposes: the education"for all students,"those are all of education for the natural population of students - boys and girls in the first. Education should give full play to its function, it must address the objective of education in practice there are sex differences in male and female students. However, current research and our teaching practice, educational theory often neglects prevalent in boys and girls sex bias, which affects not only the quality of education efficiency and improved, But impeded the full and harmonious development of students.Research shows that men and women there are many physical and psychological differences, but because of gender differences, male and female students in language learning, language and expression, memory and thinking, and so there are differences, these differences of language learning certain impact. Language teaching ignore the objective existence of these differences, it is bound to affect the improvement of student language literacy. Therefore, we must think of language education in the past, the students ignored the issue of gender differences in language teaching practice, students focus on gender differences, gender differences as an important educational resource, teaching strategies used by nature to guide male and female students to play to their strengths, learn from each other, thus improving the overall male and female students in the language literacy.This paper first studies the concepts involved in"sex","gender role","gender stereotype"is defined, described the research on gender differences in status, and for the flaws of existing studies of the present study to solve the problem - male and female students in junior high school language study gender differences in the causes and countermeasures.Secondly, the use of questionnaires, statistical analysis, classroom observations and interviews, male and female students of junior high school language study to investigate the situation analysis, and concluded: junior high school students in language learning that there are gender differences.Then, based on the analysis of the survey, combined with the characteristics of the language subjects, leading to gender differences in junior high school language learning factors, from physical, psychological, educational environment, a detailed analysis carried out. Specifically, the physical structure of the main brain of both sexes there are innate differences, gender differences in physical structure, the pace of development and lateralization of functional brain structure differences in the development of specialization; Psychological factors are mainly men and women and non-intellectual factors of intelligence differences; Education, the environment is mainly family education and school education are different, these differences affect male and female students in junior high school language learning.Finally, junior high school boys and girls that affect gender differences in language learning factors that make some appropriate language education strategy, focusing on that"gender education"strategy and effects were junior high school for boys and girls junior high school language learning factors, and make some suggestions. Girls: first, to play the advantages of female language fluency, to make up for its lack of logical language. Second, give play to the advantage of a strong female image thinking, to make up for its lack of abstract thinking. Thirdly, give play to the advantages of a strong female image of the memory, to make up for their lack of understanding of memory. Fourth, take full advantage of the rich emotional experience of women, protection of sensitive girls'self-esteem. Fifth, the exercise girls will guarantee the durability of language learning. Boys: first, to change the gender expectations of teachers for boys'prejudices, and enhance the confidence of men's language learning. Second, strengthen the male interest in oral communication and improve their language skills. Thirdly, give play to the advantage of a strong male abstract thinking, to make up for its lack of image thinking. Fourth, to guide boys to play to understand the advantages of memory, improve memory effect. Fifth, use boys' visual advantage to making up their hearing deficiency. Sixth, guiding boys to emphasis on reading and bring up their interest in reading. Seventh, rightly to change the language teachers, the situation of women in the high side. In short, the practice of language education, to pay attention to gender differences in students, and actively adopt their good points and avoid their shortcomings,to give full play to their advantages of gender, to make up for their shortcomings, so that they can get a comprehensive and sound development.The study of gender differences are most emphasis on language teaching in girl's gender bias, urged people to overcome the gender bias in language teaching, to further improve the girls in language learning. In this study, believes that in today's middle school language teaching, relatively little boys at a disadvantage, but also should learn to give boys more attention to language. The significance lies in enhancing the quality of language teachers to students the importance of gender differences, and the use of language teaching strategies for sexual teaching, guiding male and female students to play to their strengths, enhance their overall Chinese literacy. The study also enriches the theory of language teaching system, made up of the gender differences in language teaching research gaps.