Hopkins K B, McGillicuddy-De Lisi A V, De Lisi R
Psychology Department, Lafayette College, Easton, PA 18042, USA.
J Genet Psychol. 1997 Sep;158(3):333-45. doi: 10.1080/00221329709596672.
An experimental study of the effects of a didactic teaching approach and a constructivist teaching approach on 3rd- and 5th-grade boys' and girls' performance on arithmetic computation problems was conducted. Two groups of children, matched on the basis of initial computation performance as well as grade and gender, were taught how to solve arithmetic problems using one of these two instructional approaches. Analysis of subsequent computation test performance revealed that 5th graders scored higher than 3rd graders, and there was a significant interaction between gender and instruction group. After instruction, girls in the didactic group outperformed boys in both instruction groups and girls who had been taught using constructivist approaches. Gender differences in computation performance can appear relatively early, by 3rd grade, if didactic instruction strategies are used to teach computational rules. The pattern of gender differences suggests that didactic teaching does not handicap boys. Rather, it appears that didactic instruction enhances computational performance in girls.
一项关于讲授式教学方法和建构主义教学方法对三年级和五年级男生及女生算术计算问题表现影响的实验研究展开了。两组儿童，根据初始计算表现以及年级和性别进行匹配，分别采用这两种教学方法之一来教授如何解决算术问题。对后续计算测试成绩的分析表明，五年级学生得分高于三年级学生，并且性别与教学组之间存在显著交互作用。教学后，讲授式教学组中的女生在两个教学组以及采用建构主义方法教学的女生中表现优于男生。如果使用讲授式教学策略来教授计算规则，计算表现中的性别差异可能在三年级时就相对较早地出现。性别差异模式表明，讲授式教学不会妨碍男生。相反，似乎讲授式教学提高了女生的计算表现。
