• 作者： 余曉清
• 作者服務機構： 國立交通大學教育學程中心
• 中文摘要： 本研究的目的是探討老師與不同性別學生在國中生物課中的師生互動情形和原因。以教室觀察法和訪談法對國中生物課48位同學，其中有23位男生，25位女生和生物教師互動進行一學期的觀察研究。結果顯示男生回答問題約為女生的四倍。男生回答問題較多以叫出答案方式且為女生之34倍。老師指定男生回答較多的問題。男女學生得到之回體多為重覆答案，澄清和引申進一步的問題。男生比女生得到較多的回績，且只有男生得到負面、批評和沒有回答的回饋。老師認為男生比較主動參與課堂的活動，男生比較常有創意性的回答。這些結果顯示男生比女生在生物課中互動頻率高。根據我們的教室觀察和訪談，我們發現老師對不同性別學生的看法對於不同性別學生參與有某種程度的影響。
• 英文摘要： The purpose of the present study was to investigate how junior high school male and female students(23 males and 25 femals) interact with their biology teacher in classes. The results of teacher's interviewsshowed that the teacher described boys as aggressive, creative, and actively participated in class interactionmore often than girls did. Classroom observation results indicated that boys answered four times asmany to teacher-initiated questions than did the girls, and that boy’s call-out responses to teacher’squestions were 34 times more than that of the girls. In addition, teacher directed more questions tothe boys than to the girls. In response to students’answer, the teacher was tending to restate or to clarifythe answers, or to ask further questions. Moreover, the teacher gave boys more feedback than did girls;and the teacher occasionally gave boys comment to their answers, or negative feedback or no feedbackat all. The impact of teaher's perception of students on different gender students’participation inclassroom discussion was discussed in the article.
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