Research On Gender Differences Of High School Mathematics Textbook

At the beginning of 1940 s,in western education,research on textbooks of gender issues have spring up.Some authoritative researchers point out that during the writing process,it exits widespread tendency to "boys","prefer boys to girls”.It means that girls don't have equal treatment in the process of the education.In China,the study of this problem is relatively backward.In the late 1980 s,Chinese researchers only studied Chinese and history textbooks,and the results are very similar to the foreign country.Researchers have pointed out the reasons for this problem,also gave many reforms,and obtained some certain result,but the reform are not enough,and still need continue thorough development.Although the analysis of textbook gender studies have been conducted for decades,relatively few studies of mathematics and science textbooks.The analysis of high school mathematics textbook is rarer still.In addition to the compulsory education,as the basic education,high school education has higher level.High school education have pivotal role to improve the quality of the entire people.Therefore,the author chooses this topic to research.Compared with primary school textbooks,high school mathematics textbooks have less illustrations,example,and background information.The majority of the content is the objective description of knowledge;therefore we can't just base on the analysis of primary school—By comparing the frequency of illustrations,title,leading role.So,this paper choose the main textbook users — the student's point of view,to study the students' questionnaires by sex differences in high school mathematics textbook.This paper use SPSS to conduct frequency questionnaire data analysis,independent sample t test and cross tabulation of gender analysis.According to the results of the analysis,it can conclude the following four sorts of conclusions:(1)There are significant differences between boys and girls in the current high school math textbook,such as scene setting,mathematical culture,mathematics concept,mathematics knowledge structure,guiding thinking,information technology,learning methods,and learning activities,the design of the books approved by boys,boys are more suitable for reading and learning.(2)The current high schoolmathematics textbooks are more suitable for boys in the aspect of graphic collocation,size,shape,and appearance.(3)The present high school mathematics textbooks have more positive impact on boys than girls.As it can stimulate the learning enthusiasm of the male students,it can help the boy understand textbook content,and guide the boys to self-reflection.The high school mathematics textbooks can help the boys to develop the individuality and more boys can enhance learning confidence,some can promote the boy mathematical ability development,and also can reduce the learning burden of boys.(4)From the other point,in the current high school mathematics textbook,there is no difference between boys and girls in the assignments section(problem sets,the difficulty and the number of species)and inquiry activity part.Finally,according to the results of the analysis,the paper does attribution analysis on the textbook gender differences problem and put forward some key points and suggestions.