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1、畢 業(yè) 論 文學(xué)生姓名張家璇學(xué) 號(hào)020301034院 (系)外國語學(xué)院專 業(yè)英語（小學(xué)教育方向）題 目論教育的性別平等指導(dǎo)教師張秀國 教 授 （姓 名） （專業(yè)技術(shù)職稱/學(xué)位）2007年5月畢業(yè)論文獨(dú)創(chuàng)性聲明本人鄭重聲明：本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。本論文除引文外所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示了謝意。作者簽名： 日 期： Gender Equality in EducationAn Analysis of

2、 Gender Differences in College English EducationByZhang Jiaxuan A Thesis Submitted toDepartment of Foreign Languages and LiteratureIn Partial Fulfillment of the RequirementsFor the Degree of B.A. in EnglishAt Huaiyin Teachers CollegeUnder the Supervision of Prof. Zhang XiuguoMay 2007Acknowledgements

3、This thesis involves much generous assistance from my teachers, friends and parents. I would like to offer my heartfelt thanks to Professor Zhang Xiuguo, my supervisor, who has been giving me the considerable academic help and constant support during my thesis writing. I also extend my heartfelt app

4、reciations to all of my friends and especially, my classmate Fei Xiusong, who has spent time discussing questions with me and offered me kind advice about the thesis. And I would like to thank the librarians of Huaiyin Teachers College, who have provided me with useful references needed in my thesis

5、.Finally, I would like to present sincere thanks to my parents, who have supported and assisted me all the way in my college life.Abstract This thesis is based on the studies of second language acquisition and many current motivation theories. From the viewpoints of linguistics, physiology, psycholo

6、gy, sociology and education, it analyzes the gender differences in college English education in China, and reveals the deficiency of gender quality in education. In order to make up for the deficiency, the thesis discusses and puts forward some feasible strategies in education policies, public opini

7、ons and other teaching materials, classroom atmosphere and so on, which can be used to implement gender equality. This thesis aims at ameliorating the actual state of gender differences in college education, promoting the gender equality in education, and achieving the harmonious development of the

8、whole society.Key words college English education gender differences teaching by gender gender equality摘 要 本文是以第二語言習(xí)得研究的理論為基礎(chǔ)，并綜合當(dāng)前諸多的動(dòng)機(jī)理論研究成果，從語言學(xué)、生理學(xué)、心理學(xué)、社會(huì)學(xué)和教育學(xué)的角度分析了我國高校英語教育的性別差異現(xiàn)象及其原因和影響，揭示了性別平等在我國教育中的缺失。針對(duì)如何彌補(bǔ)這一缺失，文章探討并提出了在教育政策 、社會(huì)輿論、教材教學(xué)和課堂組織等多方面實(shí)施性別平等的措施。本文的目的是改善我國高校教育的性別差異現(xiàn)象，實(shí)現(xiàn)教育的性別平等，社會(huì)的和諧

9、發(fā)展。 關(guān)鍵詞 高校英語教育，性別差異，因性施教，性別平等Contents1. Introduction12. Literature Review13. Analysis of Gender Differences in College English Education in China23.1 The phenomena of gender differences2233.2 Analysis of the factors in gender differences34453.2 4 The influence of school education684. Enlightenment o

10、f Gender Differences in College English Education84.1 Influence caused by gender differences in college English education94.2 Revealing gender inequality in education in China95. Synthetic Ways to Achieve Gender Equality in Education105.1 Enact education policies1010105.2 Incorporate gender equality

11、 into textbooks115.3 Teaching by gender1111126. Conclusion13Works Cited141. IntroductionGender equality means men and women having the same rights and obligations, and everyone having the same opportunities in society. Gender equality is also about justice and about sharing responsibilities, both in

12、 the family and society. If gender prevents us from seeing the individuals strengths and weaknesses, this can lead to discrimination and limited opportunities for the individual. Officially, the Chinese government is committed to the principle of equality between the sexes. However, at present, the

13、gender differences in college English teaching are increasing. Especially for English majors, female students are far more than male students, and also show superior ability to male students in both exams and class performance. Why do gender differences work on education? It can be rooted in physiol

14、ogical, psychological and social factors. What result will be brought by the special “inequality”, which appears in such a particular egalitarian education system? Many male university students are not good at English and most English majors are female, which may lead to an unbalanced division of la

15、bor.In view of this situation, this thesis aims at appealing for peoples attention toward the fact of gender differences in college English education, especially gender inequality in education, and seeking practical measures to solve these problems to achieve real equality of the whole society.2. Li

16、terature ReviewBelonging to physiological and social factors, gender is one of important factors that influence the effects in college English learning. M. Mider finds that females language ability is superior to male in almost all cultural backgrounds (qtd. in Zhou 87). J. Boyle reports on a study

17、of 490 (257 male and 233 female) Chinese university students in Hong Kong (Boyle 273-84). The female students achieved higher overall means on tests of general L2 (second landuage) English proficiency. In many cases the differences were significant. Chinese scholars, like Yang Chaomei, Zhang Bin and

18、 Du Cuiqin, whose data analysis and quantitative study also have confirmed that among English majors, female students do much better than male students. So, we can obviously find gender differences in English learning (Yang 59; Zhang 127). Gender differences in college English education will bring m

19、any negative effects. Shen Qiqi, together with his colleagues, have pointed out that among English majors, female students are far Works CitedAnderson, M. L. “Changing the Curriculum in Higher Education.” Signs 12 (1987): 222-45.Bacon, S. “The Relationship between Gender, Comprehension, Processing S

20、trategies, and Cognitive and Affective Response in Second-Language Listening.” Modern Language Journal 76 (1992): 160-78.Bacon, S. and M. Finnemann. “Sex Differences in Self-Reported Beliefs about Foreign Language Learning and Authentic Oral and Written Input.” Language Learning 42 (1992): 471-95.Bl

21、um, D. Sex on the Brain. New York: Viking, 1997.Boyle, J. “Sex Differences in Listening Vocabulary.” Language Learning 37 (1987): 273-84.ation and Sex Native Experience and Subject Construction (2002) 73-8.Shi Jinghuan. Coming into the Sex World of Textbook and Teaching. Beijing: Education and Science Press, 2004.Song Hui. “Who is a Good Student Analysis of Gender Stereotypes by Science Teachers in Middle School.” Coming into the Sex World of Textbook and Teaching. Ed. Shi Jinghuan. Beijing: