本文研究了性别文化对高中物理学困女生的影响。首先，结合文献综述，界定了本研究中高中物理学困女生的范畴。然后，从物理课程设置的文化属性出发，确定了物理课程实施中的性别文化视角。接着，从性别文化视角研究分析了现行的高中物理教材（人教版）。以文化视角分析了教材中影响高中物理学困女生的性别文化偏见，同时就性别文化偏见对学生的影响作了问卷调查和访谈研究。 结果显示，学习环境中存在的性别刻板印象、女性学习榜样的缺少、缺乏积极的自我评价是造成部分女生物理学习困难的主要原因。在这些研究的基础上，以性别文化视角对物理学困女生实施了干预实践。结果表明通过物理学史中女性科学家的渗透、小先生（女）活动、教师的鼓励性评价、错题笔记与自我描述等措施，对物理学困女生的学习起到较为明显的帮助作用，提高了她们的物理学业水平。最后，对本文的研究进行了反思。

The paper did research on the impact that gender and cultural bias give to the high school girls who were trapped in physics. According to the actual work itself, in this paper, reflection and intervention were made on a range of high school girls who were trapped in physics. What’s more, the essay begins from cultural attribute in the setting of the physical course, and the gender perspective of the physical course implementation was determined. Furthermore, it makes analysis on the current textbooks from the aspect of gender and cultural view. With this perspective view, on the one hand, gender and cultural bias which impact the girls who were trapped in physics in high school was scrutinized. On the other hand,, it made the questionnaire and interviews about the effect that gender and cultural bias has on girls. According to the interview analysis, the existence of gender stereotypes in the learning environment, lack of female role models to learn, shift of discourse rights in the classroom, and lack of positive self-evaluation were found, which are the main causes for part of girls’ physical learning difficulties. On this basis, the combination of multiple intelligences and constructivist theory, the following interventions were implemented to the girls: the infiltration of the history of women scientists in physics, little teacher (female) activities, encouraging evaluation by teachers, notes for problems and self-description and several other aspects. The results showed that these measures can help the girls who were trapped in physics to learn the physics well. At last, the author gives profoundly thoughts on this survey.