Growing Up in a Chinese Secondary School for Girls: "Do You want to know what I think or what I really think?"

成長於上海第三女子中學—你知道她們的所思所想嗎？

10.6255/JWGS.1993.4.111

Heidi Ross

性別 ； 中學 ； 性教育 ； 道德教育 ； gender ； secondary schooling ； sex education ； moral education

婦女與兩性學刊

4期（1993 / 03 / 01）

111 - 136

英文

中國大陸的市場經濟走向，以及隨之而來的加強效率管理和中學教育多樣化的努力，對城鄉女子教育造成負向影響。本論文以上海第三女子中學（中國唯一的女子重點中學）學生的經驗和期望，探討經濟、社會改革對教育上性別不平等所造成的影響；並就以下範疇來檢視該校學生關心的若干議題：教師們對性別及青少年成長的看法，中國中學課程中性教育的引進，道德教育日趨“心理化”觀點的教學方法，和中國人對女性青春期的看法，希望提供跨文化研究的實例。 本研究在1988、1989及1991年在上海進行了18週的四野訪問及觀察。這是一個仍在進行中的大型計劃的一部份。以浸信會在一世紀以前所創立的上海第三女子中學為研究場所，探討歷經晚清、民國和社會主義中國時期的中國及北美對女子教育、國內外壓迫、及中國社會變遷之間的關聯性。

The shift to a market economy and accompanying efforts to maximize the efficient management and diversification of secondary schooling in the Peoples' Republic of China have had damaging consequences for the educational attainment and achievement of female students in rural and urban China. This paper explores the impact of economic and social reform on gender inequality in education by focusing upon the experiences and ambitions of students who attend the Shanghai Number Three Girls' School, Mainland China's only allfemale key (zhongdian) secondary school. Their concerns are examined in the context of their teachers' conceptions of gender (xingbie) and adolescent development, the introduction of sex education in the Chinese secondary school curriculum, the inceasingly ”psychologized” approach to moral training practiced by Chinese educators, and the potential for Chinese perceptions of female adolescence to inform cross-cultural research on development. Interviews and observations for this study were conducted in Shanghai during eighteen weeks of fieldwork in 1988, 1989, and 1991. They are part of a larger, on-going research project in which the Shanghai Number Three Girls' School, originally founded a century ago by Methodist missionaries, provides the setting for exploring how North American and Chinese women in late-imperial, republican, and socialist China have perceived the connections among schooling for women, indigenous and foreign oppression, and the transformation of Chinese society.