摘要
分析诸多学者对性别角色的概念界定发现，性剐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。
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, hormones and sexual characteristics and to offer an objective and dialectic assessment of theories of different schools in hope of helping preschool teachers understand the law of children＇ s gender-role development.
出处
《幼儿教育（教育科学）》
2011年第4期42-46,共5页
Early Childhood Education(Educational Sciences)
关键词
性别角色
生物学视角
生物因素
学前教育
gender-role
biological perspective
biological factor
preschool education
