| 性别角色发展的生物学理论及其对学前教育的启示 |
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| 引用本文： | 于晓晴.性别角色发展的生物学理论及其对学前教育的启示[J].幼儿教育,2011(12). |
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| 作者姓名： | 于晓晴 |
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| 作者单位： | 首都师范大学教育学院; |
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| 摘 要： | 分析诸多学者对性别角色的概念界定发现,性别角色虽然受到社会各因素的影响,但其发展基础仍来源于生物因素。由此,本文选取性别角色发展的生物学理论中最具代表性的三种理论:生物进化理论、生物社会理论和精神分析理论,对性别角色发展的生物因素进行概述和分析,分别从进化原理、遗传基因、激素影响和性生理特征等方面分析性别角色发展的机制,客观、辩证地评价各理论流派的理论学说,以期帮助学前教育工作者了解儿童性别角色发展的规律。
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| 关 键 词： | 性别角色 生物学视角 生物因素 学前教育 |
Biological Theory of Gender-Role Development and Implications for Preschool Education |
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| Authors: | Yu Xiaoqing |
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| Institution: | Yu Xiaoqing (College of Education,Capital Normal University,Beijing,100048) |
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| Abstract: | An analysis of the definitions of gender-role reveals that although it is influenced by social factors, the development basis of gender-role comes from biological factors. Therefore, this research adopts three representative biological theories in gender-role development, namely, evolutionary theory, biosocial theory and psychoanalytic theory to analyze the biological factors for gender-role development. The researcher tries to analyze the mechanism of gender-role development in terms of evolution, genes, h... |
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| Keywords: | gender-role biological perspective biological factor preschool education |
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