The Influence Of Gender Role Stereotype On Chinese Learning Of Xinjiang Minority Middle School Students

Once the gender roles stereotype is formed,it will have an impact on the individual's interpersonal relationships,stress coping,problem solving,career choice and so on.In the process of the school education,gender roles stereotype will not only make the deviation of teachers' educational behaviors occur,but also affect students' expectation and evaluation on their and others' behaviors.The minority students are at the critical stage of gender roles recognition.Besides,the content and knowledge of gender differences which are got touch with by the students in the process of Chinese learning are larger than that of other disciplines.Therefore,considering the Xinjiang minority middle school students as the research object,and the effect of the gender roles stereotype on their Chinese study as research content is not only the response to the bilingual education,but also the important way to promote the balanced development of the basic education in the minority areas,improve the educational quality,and realize the educational fairness.This study includes the following contents:First,we used the method of literature analysis to define the concept of the gender role stereotype theoretically,and discuss the theoretical basis.Secondly,by using the method of questionnaire investigation to analyzes the impression in the gender role stereotypes influence to Chinese learning and,existing problems and the reasons,from the attitudes of teachers and students,classroom teaching,teaching materials and school environment and other aspects;Thirdly,find out the reasons of the existing problems and put forward the countermeasures to weaken the gender role stereotypes in Chinese study.Through the investigation and analysis,we know that gender role stereotype affects the majority of teachers and students in Chinese learning.Mainly for the following aspects:First,some teachers and students think that boys' Chinese learning is more difficult than that of girls,and most of the teachers and students have obvious gender role stereotypes in career orientation;Second,in classroom teaching,most teachers doesn't have gender role stereotype to select teaching resources.But in the preparation,implementation of the teaching objectives,teaching behaviors are different degrees of gender stereotype.Third,some teachers believe that boys' Chinese level is lower than that of girls,and there is a gender bias in the type and difficulty of arranging homework.In addition,the demands of boys are lower than those of female students in the evaluation standard and the correcting method.Fourth,in the evaluation methods of students' Chinese learning,most of the teachers used the method of evaluation for boys,which is relatively simple for girls.The teacher thinks that the Chinese knowledge and emotion of the female students are more abundant than that of the boys.Fifth,the selection of textbooks did not pay attention to gender equality.In the content of teaching materials,the proportion of male is higher,and the male and female are weak.Sixth,in the campus environment layout.In the school environment,the frequency of male students is higher than that of girls,and the gender role stereotype is obvious.In the parenting attitude,most parents will treat their children according to the gender stereotype.In view of the above problems,the countermeasures to weaken the gender roles stereotype are described as follows.First,the national level.Improve the relevant legal policies,increase gender equality publicity,and enhance the theoretical level of gender equality.Second,the school environment level.Integrate the concept of gender fairness into the school environment construction,and create a fair and equitable campus culture;the cooperation between the home and the school should be strengthened,which makes the school help the parents to establish equal educational awareness,and the parents to supervise the school's gender educational equality implementation.Third,the teacher level.Enhance the sensitivity of gender roles stereotype to establish the "gender fairness" values,improve teachers' teaching behaviors to create a fairer classroom environment for the students,and improve the teachers' ability of "gender-based teaching".Finally,the textbook level.Raise the gender equality awareness of textbook compilers,incorporate gender awareness into the compilation of teaching materials,consider gender awareness as one of the criteria for the validation of teaching materials,and integrate gender equality into the Chinese language curriculum standards.