Research On The Effects Of Gender Role Stereotype About Students Learning

Gender psychological differences, regardless of whether we realize that every member of society is almost his entire life in the face of the problem, it relates to how the each of us thinks of himself, as well as how to evaluate others’ social practice activities. This kind of people have gender-based knowledge and attitudes, gradually affect many educational issues.This research has taken qualitative analysis, action research, interview and literature method, the main stereotypes-gender role stereotypes, causes, and effects of male and female pupils learning, and analyzed by teachers, textbooks, pupils obtained factors of gender role stereotypes affecting students’ learning. On this basis, the creation of gender-equitable learning environment for teachers, the promotion of male and female pupils’ learning and raise the level of a number of recommendations from the weakening of the three aspects of teachers, textbooks and primary gender role stereotypes.As teachers, teachers should set an example to the elimination of gender stereotypes; given feminine things to value; good at discovering students’gender stereotype awareness and behavior. For textbooks, textbook writers should always pay attention to the men and women students’ cognitive development, personality formation and other aspects of research, changing the traditional "male female from men and strong women weak" gender perspective, to establish both men and women, and its character characteristics have their own advantages and disadvantages of objective consciousness; and recognize that gender personality traits acquired pottery dye to form a correct concept of gender. According to the plasticity of the primary school level students, the characteristics of a strong imitative, editors should focus on maintaining a relatively balanced sex ratio of text role, focusing on the canthus colorful successful women to construct a new curriculum, and establish the image of women with a modern character to guide students gender values, thus gradually changing the social awareness of gender stereotypes, and to achieve gender equality in education goals. At the same time, we want to encourage and praise the behavior of pupils of non-sex role stereotypes to weaken their gender role stereotypes, and to avoid the adverse effects of this concept to the pupils’ learning.