Contemporary Educational Psychology, third edition, edited by Liu.

Today is the third chapter ((students' personal differences)).

This chapter mainly consists of three parts: individual intelligence difference, individual learning style difference, social and cultural background and gender difference. There are no two identical leaves and no identical students in the world.

Every student has advantages and disadvantages, and also has completely different performances in school life.

This is more or less related to individual educational differences.

The individual differences of students are mainly manifested in previous knowledge, intelligence, academic ability tendency, learning style, intention level, gender and family cultural background.

Some differences are very complicated and difficult to deal with in ordinary classes, but some can be handled flexibly in teachers' teaching.

Understanding the individual differences of students and providing different learning needs according to different teaching objects are important conditions for teachers to implement effective teaching.

British psychologist Spearman proposed that intelligence contains two potential factors. The first is the common element, or G element for short. This is a kind of virtual intelligence ability used in many different tasks, which affects the performance of individuals in all intelligence tests. Second, special factors, referred to as S factors, only affect the performance of individuals in some ability tests.

Later, Spearman's disciples Cartel and Horn divided human intelligence into two categories: fluid intelligence and crystal intelligence.

Fluid intelligence refers to non-verbal mental abilities that have nothing to do with culture, such as spatial relationship cognition and reaction speed. Crystallization intelligence is the ability to apply problem-solving methods learned from social culture and is the ability formed in practice.

Some modern theorists tend to regard intelligence as a complex system.

Next, two very popular system theories about intelligence are introduced. Multiple intelligence theory and triple intelligence theory.

The theory of pluralism was put forward by Gardner of Harvard University. He believes that intelligence should be the ability to solve problems and create in a specific cultural situation or community. Humans have at least eight kinds of intelligence. Language intelligence, logical mathematics intelligence, spatial intelligence, kinesthetic intelligence, musical intelligence, human intelligence, introspection intelligence and natural observation intelligence.

Each kind of intelligence shows a unique way of thinking different from other intelligences, but the relationship between these intelligences is interdependent and complementary.

Mr Gardner advocates a new educational concept "individual-centered education".

Every student has these eight intelligences, but they are good at different intelligences. Teaching must be based on students' intelligence and at the same time cultivate students' special intelligence.

Steinberg of Yale University put forward the theory of ternary intelligence, trying to explain a wider range of intellectual behavior.

According to this theory, human intelligence consists of three relatively independent abilities: analytical ability, creative ability and practical ability. A complete intelligence theory should explain three aspects of intelligence, namely, the internal components of intelligence, the relationship between intelligence components and experience, and the external role of intelligence components.

These three aspects constitute molecular theory, empirical sub-theory and situational sub-theory respectively, which explain analytical ability, creative ability and practical ability respectively.

Steinberg's ternary intelligence theory provides a lot of enlightenment for teaching. On the one hand, teachers need to pay attention to the role of all learning behaviors in developing intelligence, so that every student can get all-round development of intelligence; On the other hand, teachers need to help students understand, use and give play to their intellectual advantages.

Differences in individual learning styles refer to the methods that people are accustomed to or prefer in learning, that is, the individual characteristic methods that learners show when completing learning tasks.

As for the learning style, it is mainly represented by Niehaines' three-dimensional theory, Renault's six-dimensional theory and Kolbell's two-dimensional coordinate theory.

Common learning styles are mainly discussed from two dimensions: sensory channel and cognitive style.

The difference of sensory channels refers to learners' preference for visual, auditory and kinesthetic stimuli. Knowledge style is a typical method of individual perception, memory, thinking, problem solving, decision-making and information processing.

There are four common cognitive styles: field dependence and field independence, reflection and impulse, whole and series, deep machining and surface machining.

Cultural differences and gender differences in social background exist not only between countries, but also between different groups within a country's society.

Cultural differences are common, but not all of them are obvious. Understanding students' cultural background plays an important role in effectively teaching academic content and establishing the expected behavior of schools.

Stereotype refers to people's relatively fixed, general and general views on a particular group or thing.

Stereotype affects students' self-concept and self-awareness, thus affecting students' behavior patterns such as values, attitudes, motivations and learning expectations.

Teachers' stereotype of students has long-term or short-term adverse effects on students from two aspects. On the other hand, stereotypes affect teachers' expectations of students, and teachers' expectations and behaviors make students become people who respond to teachers' expectations. On the other hand, when we put students into stereotypes, students often have stereotypes.

Many behavioral differences between men and women come from different life experiences of men and women, including the reinforcement of different types of behaviors of adults, which is more important for gender differences with different social expectations and requirements.

Students persist in the process of accepting and socializing gender roles all their lives, that is, socially recognized gender role behavior.

Gender bias is also common in educational content, even in textbooks written according to gender equality guidelines, this subtle language bias often exists.

Therefore, in teaching, teachers should avoid gender bias in the selection and expression of teachers, curriculum management, design of classroom activities, communication between teachers and students and other behaviors.

Share this with your classmates today. Continue the fourth chapter of the book tomorrow.

Students with questions can trust me privately, pay attention to me and take you to see the master of education!

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