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首页> 外文学位 >SEX DIFFERENCES IN COLLEGE TEACHERS' CLASSROOM TALK (WOMEN, OBSERVATIONAL, VIDEOTAPE).
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SEX DIFFERENCES IN COLLEGE TEACHERS' CLASSROOM TALK (WOMEN, OBSERVATIONAL, VIDEOTAPE).

机译：高校教师课堂上的性差异（女性，观察性，视频性）。

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摘要

This study examined questions of sex differences in male and female college teachers' classroom talk. Subjects of the study were 12 male and 12 female teachers at Harvard College. Teachers of natural sciences, social sciences, humanities, and expository writing were represented in the sample of videotapes obtained from the Harvard-Danforth Video Laboratory. These tapes had been made for the clients of the Video Laboratory who wanted to see their own teaching on tape. Hence, the speech which was examined was directed at students, and not at an experimental situation.;The particular foci of this thesis are: (1) teachers' use of speech items alleged to be the cause and effect of powerless social influence, (2) the role that male-female ratio plays in determining amounts of talk, interruptions, and the sequences of talk by male and female students.;Robin Lakoff's (1973) work on "woman's language" was the basis of four speech categories studied; various studies on the gender composition of discussion groups including those of Aries (1975, 1976) and Kanter (1977) provided the foundation for three others.;Twelve hypotheses dealt with five projections: (1) Female teachers will demonstrate more "subordinate" speech than male teachers; (2) Ratings of the intensity of subordinate speech and patterns of classroom conversation may vary for individual teachers, according to whether they are teaching the beginning, middle, or end of the class; (3) There is an inverse relationship between the amount of individual student's talk and their teacher's frequency of Lakoff's behaviors; (4) The number of subordinate speech behaviors performed by either male or females will be inversely related to the amount of experience a teacher has; (5) Small male/female ratio will influence female students' amount of talk.;The findings of this study suggested there are few differences between male and female teachers in the predicted directions. The hypothesis that female teachers would use more Lakoff's behaviors than male teachers was disconfirmed.;Variation in individuals' speech behaviors made dependent hypotheses impossible to confirm. However, significant differences were found between the talkativeness and interruptability of male and female students.
机译：这项研究探讨了男女教师在课堂教学中性别差异的问题。研究对象是哈佛大学的12位男老师和12位女老师。从哈佛-丹佛斯视频实验室获得的录像带样本中，包括自然科学，社会科学，人文科学和说明文写作的老师。这些录像带是为视频实验室的客户制作的，他们希望看到他们自己的录像带教学。因此，所考察的演讲是针对学生的，而不是针对实验的情况。；本论文的重点是：（1）教师使用的演讲项目被认为是无能为力的社会影响力的因果，（ 2）男女比例在确定男女学生的交谈，打断和交谈顺序中所起的作用。；罗宾·拉科夫（Robin Lakoff，1973）的“女性语言”研究是对四个语音类别进行研究的基础；关于讨论小组的性别构成的各种研究，包括白羊座（1975，1976）和坎特（1977）的研究，为另外三个提供了基础。;十二种假设涉及五个预测：（1）女教师将表现出更多的“从属”言论比男老师（2）根据个别教师是在上课的开始，中期还是结束时，其下属言语强度和课堂对话方式的等级可能会有所不同； （3）个别学生的谈话量与老师的拉科夫行为频率之间存在反比关系； （4）无论男女，从属言语行为的数量与教师的经验量成反比； （5）男女​​比例小会影响女学生的口语能力。研究结果表明，在预测的方向上，男女教师之间的差异很小。女教师使用拉科夫行为多于男教师的假设被否定。；个人言语行为的变化使得依赖假说无法得到证实。但是，男女生的健谈和可打断之间存在显着差异。

著录项

  • 作者

    KRUPNICK, CATHERINE G.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Higher education.
  • 学位 Educat.D.
  • 年度 1984
  • 页码 159 p.
  • 总页数 159
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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