Research On Teacher Gender Participation In Argumentative Teaching

Based on the sociology of education and based on the micro perspective of social gender theory,this study took qualitative research and looked at the demonstration teaching of two chemistry teachers in S middle school.Using the sociological imagination,will be demonstrated the teacher's teaching action and teachers' gender behind the social structure,to teachers' gender,demonstration teaching,in the form of the connection of gender discourse,this paper in the field of teaching,through teachers'gender show form of teaching.The main research framework of this paper is as follows:The introduction elaborates on the reasons and significance of the study of the gender of teachers in this thesis,and puts forward the research perspective and research methods of the thesis.Found that in literature review at home and abroad,research on teachers' gender macro perspective to study teacher's gender consciousness to the education teaching,the students complete personality formation and the influence of gender and students gender interaction effects on students' academic dimension,explain the cause of influence most from psychology,brain science,school of personality to explain teachers sex behavior.Researchers in micro perspective,starting from individual teacher sex,demonstration teaching as the plane,based on the social gender theory,trying to reveal the gender participation in the process of teaching(gender digestion or gender maintenance)and the operation mechanism.Paper first chapter,first of all,similar to the teaching experience and the title and gender different life cycle of the study on the two teachers,and the macroscopic teaching of their argument,show two teachers based on the same contents of argument,and attempts to establish the platform for demonstration teaching gender analysis framework.The second chapter,based on the analysis framework,shows the role of gender in the teaching design and demonstration strategy.Individual teacher gender temperament is the external reflection of gender consciousness,the formation of gender temperament cannot leave teacher's individual socialization process of sex of shaping,and "gender" as a kind of hidden existence does to a certain extent to participate in the teachers' teaching decision.Chapter three:the analysis of the gender discourse of the two teachers in G and Z.For deep mining teachers gender discourse hidden secret,show unified regulation force behind gender discourse,the researchers on the basis of the two teachers' classroom teaching language,analyzes on the demonstration of the classroom teaching discourse,teachers' language differences of argument,and gender discourse has hidden gender order.Chapter iv the practice of teacher's body under the perspective of gender perspective,the teacher's body is a practical expression of gender,in the demonstration teaching space body controlled by the gender of teachers,and follow the rules and regulations of gender,teacher's body practice embodies the gender participation,body practice in the maintenance of the teacher's gender image,deepen the gender performance also will surely copy and reproduce the gender of discipline.Chapter v conclusion of the thesis.There are differences in the teaching of demonstrative teaching from the perspective of gender,which is derived from the social gender consciousness acquired in the socialization of teachers.Theory is the premise of practice,recognition concept of "male with female" sex lurking in the teaching of male and female with the breath,and recognition of "equality" in its teaching concept of gender must also urges the equality of the sexes.In this paper,hope teachers and school administrators attention to teacher's teaching the gender differences in participation,lead teachers in schools teaching,as well as daily life can have a correct understanding on "gender",and effectively avoid gender regulation,male and female have different,but should be equal,with double sex of gender pursuit to promote the student in the teaching of "bi"development,really prompted the student individual self-fulfillment.