A Study On Gender Differences In Chinese Reading Ability Of Senior One Students

We know that the level of reading ability is directly related to the success or failure of language courses.After investigation and research,the author found that there is a certain gender difference in the reading ability of high school students.Students at this stage have certain specialities.They have just finished their studies in the compulsory education stage and are in the period of adaptation in the high school education stage.The differences in language learning between boys and girls are more pronounced during this semester.Based on this research,the author wants to understand the reasons for the differences between boys and girls in reading and the specific performance of the differences,and propose some relevant improvement measures for the reasons and performance,hoping to help us better teach Chinese.The research methods used in this study are: research,literature research and field research.The research results and related conclusions of this research are: high school male and female students in terms of language knowledge,no matter the amount of accumulation or the degree of accumulation and the direction of accumulation.In terms of reading psychology,the intellectual factors of boys and girls have their own advantages,but the intellectual factors are very different.The non-intellectual factors of girls are stronger than boys.From the method and skill point of view,the reading methods and skills of high school male and female students have their own emphasis.Boys tend to read roughly,prefer a lively reading atmosphere;girls tend to read carefully,prefer a quiet reading atmosphere.What is causing this difference? The author believes that there are three factors: physiological factors,psychological factors and cultural factors.Physiological factors are a prerequisite for gender differences.From the perspective of cognitive learning theory,social learning theory and Maslow's theory of needs,psychological factors have a great influence on gender differences.Cultural factors mean that cultural attitudes or cultural atmospheres that are slowly formed in various environments may directly or indirectly affect gender differences.In view of the many problems in the first two chapters about the “sex differences in reading ability of high school students”,the author intends to “avoid the influence of gender stereotypes;create a good family reading atmosphere;“teaching due to sex” in reading strategies”;Strengthen gender awareness." These four perspectives to solve the problem.In short,as a language educator(or a future language educator),it is necessary to recognize the gender differences in the performance of Chinese reading ability,and not to exaggerate such differences,and not to be inferior.Recognizing the gender differences in the performance of Chinese reading ability is to better guide students to learn Chinese language courses,improve the interest of all students in language learning,and cultivate students' language literacy.Paying attention to gender differences is also a manifestation of respecting individual differences among students.This is not only a requirement of the standards of Chinese curriculum in the new era,but also an inevitable choice in the context of quality education.