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OECD研究表明男生数学成绩优于女生,英国学生成绩性别差异明显 被引量:3

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摘要 据英国每日电讯2013年12月3日报道,13日经济合作与发展组织(OrganizationforEconomicCo—operationandDevelopment,简称OECD)公布了国际学生评估项目(ProgrammeforInternational Stu—dentAssessment,简称PISA)的考试成绩,数据显示,男生的数学成绩优于女生,这种性别差异在英国表现得尤为突出。
作者 位秀娟
出处 《比较教育研究》 CSSCI 北大核心 2014年第2期109-109,共1页 International and Comparative Education
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同被引文献30

  • 1胡中锋,高岚.中学生数学能力之性别差异与教学建议[J].现代教育论丛,2001(1):38-39. 被引量:4
  • 2杨新荣,李忠如,王洪,宋乃庆.初中生数学学习观性别差异的调查研究[J].西南师范大学学报(自然科学版),2006,31(2):178-182. 被引量:12
  • 3STEELE C M, ARONSON J. Stereotype threat and the intel-lectual test performance of African[ J]. Americans Journalof Personality and Social Psychology, 1995,69 ( 5 ) :797 - 811.
  • 4N0SEKB A,BANAJI M R,GREENWALD A G. Math =male, me = female,therefore math # me [ J ]. Journal ofPersonality and Social Psychology,2002,83 ( 1 ) :44 - 59.
  • 5FENNEMA E,SHERMAN J A. Fennema - Sherman math-ematics attitudes scales : instruments designed to measureattitudes towards the learning of mathematics by femalesand males[ J]. Journal for Research in Mathematics Edu-cation,1976,7(5) :324-326.
  • 6GREENWALD A G,MCGHEE D E,SCHWARTZ J L K.Measuring individual differences in implicit cognition : Theimplicit association test [ J ]. Journal of Personality and So-cial Psychology, 1998 ,74(6) :1464-1480.
  • 7GREEN WALD A G,N0SEK B A,BANAJI M R. Under-standing and using the implicit association test; An im-proved scoring algorithm [ J ]. Journal of Personality andSocial Psychology,2003,85(2) :197 -216.
  • 8GUIS0L,MONTE F,SAPIENZA P,ZINGALES L. Diver-sity :Culture,Gender and Math [ J ] . Science,2008,320(30) :1164 -1165.
  • 9GOODC,ARONSON J’lNZUCHT M. Improving adoles-cences ’ standardized test performance : an intervention toreduce the effects of stereotype threat[ J]. Applied De-velopmental Psychology,2003,24 (6) :645 -662.
  • 10MARX D M, ROMAN J S. Female role models: protectingwomen’ s math test performance[ J] . Personality and So-cial Psychology Bulletin’2002,28(9) :1183 -1193.

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