论文标题
被指导者认识或不认可为“物理人”的看法会影响男女学生的自我效能和表现
How perception of being recognized or not recognized by instructors as a "physics person" impacts male and female students' self-efficacy and performance
论文作者
论文摘要
我们讨论了一项大学物理科学和工程专业的一年级大学入门介绍性物理学课程，该研究表明，女性平均而言，其物理教师的认可少于男性，因为那些可以在物理学上表现出色的学生。我们还讨论缺乏与物理学有关的积极认识如何会对他们在课程中的自我效能和表现产生不利影响。我们建议物理教师对学生的赞美不会过时，并有意识地努力在机会出现时积极认识他们的努力和进步。与女学生的访谈建议，教师应小心，不要向学生提供意外的信息，例如，赞美一些学生的才华或智慧，而不是他们的努力，因为赞美学生的光彩可以传达给其他学生，他们没有在物理学中表现出色所需的东西。访谈还表明，如果学生无意中将这些问题标记为“简单”，“琐碎”或“显而易见”时，当学生向讲师寻求有关物理问题的帮助时，它也会使学生感到贬低。被讲师贬低这些意想不到的评论的看法以及对良好努力和进步的积极认可的可能性，有可能对包括女性在内的代表性不足的群体的学生产生不利影响。
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in physics. We also discuss how this lack of perceived positive recognition pertaining to physics can adversely affect their self-efficacy and performance in the course. We recommend that physics instructors not be parsimonious in their praise of students and make a conscious effort to positively recognize their students for their effort and progress whenever an opportunity arises. Interviews with female students suggest that instructors should be careful not to give unintended messages to students, e.g., by praising some students for brilliance or intelligence as opposed to their effort because praising a student for brilliance can convey to other students that they do not have what is required to excel in physics. Interviews also suggest that when students ask instructors for help on physics problems, if instructors inadvertently label those problems as "easy", "trivial" or "obvious", it can also make students feel disparaged. The perception of being belittled by these kinds of unintended comments by instructors as well as a lack of positive recognition for good effort and progress have the potential to most adversely impact students from underrepresented groups including women.
