A Research On The Gender Difference In Biological Competence Of Students In High School And Its Countermeasures

The problem of gender differences in biological competence among high school students has been an important and influential research topic home and abroad. What makes the gap get more obvious after they enter senior high school? What factors work in this process? What can teachers do to reduce the gap? Solving these problems would help teachers find some strategies in teaching students of different genders and help both male and female students to improve their mathematical proficiencyIn this eassy, we took the three years'biological scores (2008-2011) of students of a whole grade in Wuxi Shibei High School as sample, by means of statistics.To find the reason of this fact, a questionnaire was done, from which the author found that the gender differences, to a great extent, results from difference in students' meta-cognition and self-efficacy. For example, advantages in male students in pre-learning preparation, while-learning self-regulation and strategy-choice would cause their spatial imaginary ability, rational and logical thinking ability and flexibility in applying knowledge better than female students, while female students' awareness of post-learning reflection would cause their basic calculating accuracy higher than male students; male students'more success, higher target locating, better emotional control and more active attribution of success and failure would speed up their development in biological competence, while female students'lack of success, lower target locating, impropriate emotional control and passive attribution of success and failure would baffle their development.Finally the author put forward some positive points of view on how to reduce the gender differences in meta-cognition and self-efficacy and some concrete and practical applications are provided, which still need to be tested in practice.