本研究旨在探討不同師生性別配對在科學性別刻板印象威脅變項上的差異，並且進行不同性別師生互動的教室觀察與教師的訪談。首先，本研究依據性別刻板印象威脅理論及相關研究，修編適用於國中學生之「科學性別刻板印象量表」和「科學認同量表」。以立意取樣選取高雄市11所國中44個班級共1224名學生進行問卷施測，結果發現：(1)不同師生配對在中，女教師教男學生的科學領域認同高於女教師教女學生；男教師教男學生的科學領域認同高於男教師教女學生；女教師教女學生的科學領域認同高於男教師教女學生，且女學生在男老師的教學中，領域認同最低。(2)不同師生配對在學生科學刻板印象的信念沒有顯著差異。(3)不同師生性別配對之學生知覺教師科學刻板印象行為，女教師教男學生高於女教師教女學生；男教師教男學生高於男教師教女學生。而觀察和訪談結果發現: (1)男生主動性高-獲得教師互動的機率較高(2)中上程度女學生較受威脅感(3)男女教師的差異-女性角色楷模的影響(4)難度是觸發學生性別刻板印象的條件之一。

This study aimed to investigate the differences of different teacher-student matches in science gender stereotype threat and classroom observations on teacher-student interactions of different gender match and interviews on science teachers. The study developed two standardized scales for junior high school students, Science Gender Stereotype Scale and Science Identification Scale. A total of 1,224 students from 44 classes out of 11 junior high schools in Kaohsiung City were selected through judgmental sampling to complete questionnaires in the study. The results indicated: (1) students of female-male group (female teacher and male student) had stronger science identification than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger science identification than students of male-female group (male teacher and female student); and female students taught by male teacher had the lowest science identification (2) there was no significant difference of students’ gender stereotype belief in sciences in different teacher-student matches (3) students of female-male group (female teacher and male student) had stronger perception of gender stereotype than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger perception of gender stereotype than students of male-female group (male teacher and female student). The results of observations and interviews indicated: (1) male students were more initiative and therefore had more opportunities to interact with teachers (2) female students of upper-intermediate level were more susceptible to perceive gender stereotype threat in science learning (3) the difference in male and female teachers may be attributed to the influence of female role model (4) degree of difficulty was a crucial component stimulating students’ gender stereotype threat.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究問題 4
第四節 名詞解釋 5
第五節 研究限制 5
第二章 文獻探討 6
第一節 性別刻板印象威脅 6
第二節 師生互動 9
第三章 研究設計與實施 11
第一節 研究方法 11
第二節 研究對象 11
第三節 研究工具 15
第四節 資料處理與分析 16
第五節 研究實施流程 17
第四章 研究結果與討論 19
第一節 內容效度分析 19
第二節 預試試題分析及選題 24
第三節 信度效度分析 30
第四節 師生性別配對在相關變項的差異分析 36
第五節 教室師生互動觀察與訪談 43
第五章 結論與建議 46
第一節 研究結論 46
第二節 研究建議 48
參考文獻: 50
附錄一 專家效度問卷 54
附錄二 專家修正意見彙整 66
附錄三 正式施測量表 68
附錄四 教室觀察表 71
附錄五 教師訪談 76

壹、中文部份
李育嘉（2002）。國小自然科師生互動行為與學童科學知識、創造力、問題解決能力之關係。國立中山大學碩士論文，未出版，高雄市。
林慧真(2004)。國小學生知覺教師期望與自我效能關係之研究。國立政治大學心
理研究所碩士論文，未出版，屏東市。
吳明隆(2007)。結構方程模式的操作與應用。台北：五南。
吳裕益(2006)。線性結構模式的理論與應用。高雄師範大學特殊教育研究所線性 結構模式上課講義。
吳坤璋、黃台珠、吳裕益（2005）。影響中小學生科學學習成就的因素之比較研究。教育心理學報，37(2)，147-171。
吳坤璋、黃台珠、吳裕益（2006）。以結構方程模式檢驗影響國小學生對科學的態度之理論模式。師大學報：科學教育類，51(1, 2)，83-106。
佘曉清（1999）。生物教師的教學信念、教學、與師生互動－個案研究。科學教育學刊，7(1)，35-47。
邱美虹（2005）。TIMSS 2003臺灣國中二年級學生的科學成就及其相關因素之探討。科學教育月刊，282，2-40。
陳秋蟬(2008)。科學性別刻板印象威脅量表之發展。國立中山大學碩士論文，未出版，高雄市。
張春興、陳李綢（1977）。國小男女學業成績的性別差異與其教師性別差異的關係。教育心理學報，10，21-34
許獻元（2006）。教師教學信唸調查（二）男生比較適合念自然科學嗎？臺灣教育長期追蹤資料庫電子報。發刊日期：2006年1月20日。網址：httr://www.teps.sinica.edu.tw
陳玟君（2006a）。男生較女生適合讀自然科學嗎？（一）。臺灣教育長期追蹤資料庫電子報。發刊日期：2006年10月13日。網址：httr://www.teps.sinica.edu.tw
陳玟君（2006b）。男生較女生適合讀自然科學嗎？（二）。臺灣教育長期追蹤資料庫電子報。發刊日期：2006年10月13日。網址：httr://www.teps.sinica.edu.tw
謝臥龍、駱慧文、吳雅玲（1999）。從性別平等的教育觀點來探討高雄地區國小課堂中師生互動的關係。教育研究資訊，7(1)，57-80。
貳、英文部分
Altermann, E. R., Jovanovic, J., & Perry, M. (1998). Bias or responsivity? Sex and achievement- level effects on teachers’ classroom questioning practices. Journal of Educational Psychology, 90(3), 516– 527.
Aronson, J., & Good, C.(2002 )Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence.Journal of Experimental Social Psychology, 38,113-115.
Brophy J., & Good, T. L. (1970). Teachers’ communication of different expectations for children’s classroom performance: Some behavioral data. Journal of Educational Psychology, 61, 365-374.
Brophy, J., & Good, T. L. (1974). Teacher-student relationships: Cause and consequences. New York: Holt, Rinehart & Winston.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought process. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed. pp. 255-296). New York: Macmillan.
Christidou, V. (2006). Greek students’ science-related interests and experiences: Gender differences and correlations. International Journal of Science Education, 20(10), 1181-1199.
Dee.T.S(2005).A teacher like me: does race, ethnicity, or gender matter.,American Economic Review,95(2),158-165.
Jacobs, J. E., & Bleeker, M. M. (2004). Girls’ and boys’ developing interests in math and science: Do parents matter? New Directions for Child and Adolescent Development, 106, 5-21.
Keller, J. (2002). Blatant stereotype threat and women's math performance: Self-handicapping as a strategic means to cope with obtrusive negative performance expectations. Sex Roles, 47(3-4), 193-198.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of
domain dentification, task difficulty and stereotype threat on female
students’maths performance.British Journal of Educational Psychology, 77(2),
323-338.
Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes and women’s math performance: How implicit gender-math stereotypes influence women’s susceptibility to stereotype threat. Journal of Experimental Social Psychology, 43, 825-832.
Liu,M.,Hu,W., Jiannong S. & Adey,P. (2009).Gender Stereotyping and Affective Attitudes Towards in Science Secondary School Students.International Journal of Science Educationa,1,1-17。
Marsh, H. W., Martin, A. J., & Cheng, J. H. S. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100(1), 78–95.
Martin, A. J., & Marsh, H. W. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49, 320–334.
Marx, D. M., & Roman, J.S. (2002). Female role models: Protecting women’s
math test performance. Personality and Social Psychology Bulletin, 28,
1183-1193.
Mayer, R. E. (1987). Educational Psychology: A cognitive approach. Boston: Little, Brown & Company.
McIntyre, R. B., Paulson, R. M., & Lord, C. G.（2003）.Alleviating women’s
mathematics stereotype threat through salience of group achievements.
Journal of Experimental Social Psychology, 39, 83-90.
Meece, J. L., Glienke, B. B., & Burg S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
Murphy M.C.,SteeleC.M.,Gross.J.J. (2007)Signaling threat :howsituational cues affect women in math,science,and Engineering settings.psychological science,
18(10),879-885.
OECD（2007）. PISA 2006：Science Competencies for Tomorrow 's World.
Osborne, J., Simon S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
She, H. C., & Fisher, D. (2002). Teacher communication behavior and its association with students’ cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63-78.
Smith, J. L., & White, P. H. (2001). Development of the domaim identification measure: A tool for investigating stereotype threat effects. Educational and Psychological Measurement, 61(6), 1040-1057.
Smith, J. L. (2004). Understanding the process of stereotype threat: A review of mediational variables and new performance goal directions. Educational Psychology Review, 16(3), 177-206.
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35(1), 4-28.
Steele, C. M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.
Steele, C. M. (1997). A threat in the air: How stereotype shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
Suen, M.-W. (2007). Improving performance expectancies in stereotypic domains: Task relevance and the re duction of stereotype threat. European Journal of Social Psychology(37), 586-597.
Teacher's gender may affect student learning. (2007). Curriculum Review.
Thoman ,D. B., White, P. H., Yamawaki, N. & Koishi ,H. (2008). Variations of
Gender–math Stereotype Content Affect Women’s Vulnerability to
Stereotype Threat, Sex Roles , 57, 702-712
Tobin, K., & Garnett, P. (1987). Gender related differences in science activities. Science Education, 71, 91-103.
Voyles M. M., Fossum T., Haller S.(2008) Teachers respond functionally to
student gender differences in a technology course. Journal of Reserach
in Science Teaching, ,45(3), 322–345 (2008)