Gender Differences And Androgyny Strategies In Chinese Compositions Of Middle School Students

The study of gender difference has become a hot topic in foreign countries for a long time,and gender difference radiates widely,involving every aspect of life.In the last century,there were studies on the combination of education and gender,but there were few studies on the gender difference in Chinese writing of middle school students.The few papers on this subject have only theoretical explanations and no practical strategies.Coupled with the rapid development of education,the current situation of middle school students' Chinese composition is constantly changing.Therefore,this thesis conducts an in-depth investigation of the current situation of middle school students' Chinese composition,and makes an in-depth study on the gender difference.In addition,this paper puts forward new views and Androgyny strategy,hoping that the majority of educators can face up to the gender differences in middle school students'Chinese compositions,and work together to eliminate the negative effects of gender differences on middle school students,let students achieve the optimal level of Chinese writing.In the first chapter,the core concepts of the thesis are explained and analyzed to clear away the cognitive obstacles for the study of gender difference and Chinese writing teaching.Secondly,it expounds the research foundation of gender difference in middle school students' Chinese composition.From the perspective of gender theory,gender schema theory and 2017 Chinese curriculum standards of ordinary senior high schools,this paper has laid a theoretical foundation for the study of gender differences in middle school students' Chinese compositions.From the excellent achievement of gender education at home and abroad and the current situation of Chinese composition teaching in China's middle schools,this paper has laid a practical foundation for the study of gender differences in middle school students' Chinese composition.The second chapter,through the students' questionnaire survey and the analysis of writing examples,collects the data of middle school students in writing style,writing content,writing method and writing attitude.After sorting out and summarizing the data,it concludes that there are significant gender differences in style preference,material preference,expression style and writing attitude of middle school students.The collation and induction of these data provide solid factual basis for the exploration of causes and the proposal of countermeasures.The third chapter,the author probes into the causes of gender differences in middle school students' Chinese compositions and probes into the causes of physiology,psychology and social cultivation.In physiology,sex differences in brain organ development and adolescent performance;Psychology includes gender differences in cognitive mode,thinking,memory ability and sensory perception.In terms of social formation,family education,school education and gender stereotyping in society mainly cause gender differences.The fourth chapter,for Chinese student performance and the reasons of the gender differences,the author consult a large amount of relevant literature and case teaching,combined with my experience and ideas,put forward some Suggestions on family education,writing teaching and social publicity,so that students can learn from each other based on the writing advantages brought by their gender,further improve their language literacy and language application ability,and thus develop into a more"complete" person.