Gender difference refers to the stable and unique psychological characteristics of different sexes. The gender differences of primary school students include physiological differences and psychological differences. This paper mainly expounds the relationship between gender psychological differences of primary school children and education and teaching, and probes into how to take appropriate education and teaching measures for children's gender differences. There are many psychological differences between the sexes of primary school children, which are mainly discussed from the aspects of attention, memory and thinking.
(A) Gender differences in primary school students' attention and education
There are obvious gender differences in the attention of primary school children. Generally speaking, girls' attention is more stable than boys', and boys are more easily distracted than girls. In primary school classroom teaching, we often see such a situation. It is often boys who don't obey classroom discipline. Some of them talk, some play with stationery or toys, and some have conflicts with their classmates. In short, boys are generally more active, lack of concentration, and their attention remains stable for a short time, which is one of the reasons why boys in primary schools lag behind girls in academic performance. Boys are stronger than girls in attention transfer, which is mainly due to the fact that boys' attention stability is worse than girls' and their concentration on original attention is lower than girls', so boys' attention transfer speed is faster than girls'. Girls' attention interests mostly point to people, while boys' attention interests mostly point to things.
In view of these characteristics, teachers should pay special attention to the use of intuitive language, interesting examples, frequent questions, praise and criticism to cultivate boys' attention stability, stimulate their learning consciousness and willpower to overcome difficulties, and cultivate their intentional attention, so as to overcome the phenomenon that boys' attention is easily distracted. At the same time, teachers should pay attention to make full preparations for each class and carefully design the introduction of the class, so that children can quickly shift their attention from the original learning content or recess activities to new learning activities. In view of the weakness that girls don't pay much attention to objects and don't like to fiddle with them, teachers should organize corresponding activities to cultivate the versatility of girls' educational interests and their practical ability. In view of the prejudice that boys don't pay much attention to interpersonal relationships, teachers should give boys more opportunities to communicate with others, especially with teachers (primary school teachers are mostly women) and female students, so that boys' interest in attention can also be well developed.
(B) Gender differences in primary school students' language and education
Domestic scholars' research shows that there are certain gender differences in primary school children's speech ability, mainly in language expression ability. The advantage of girls' language expression ability begins in the fourth grade of primary school, especially in the sixth grade, which shows that the gender difference of language expression ability increases with age. In terms of advanced language expression ability, girls have obvious and stable advantages in all grades. This is consistent with the fact that girls' language expression ability is often stronger than boys' in primary education and teaching. In activities that require language expression, such as retelling the text, making sentences, answering questions, etc., boys are often speechless, struggling, and lacking in high rhetoric. In view of the weak language expression ability of primary school boys, teachers should pay special attention to strengthening boys' oral language expression ability such as listening, speaking and reading, and training boys' written language expression ability such as spelling, grammar, punctuation, difficult understanding of written materials, understanding of complex logical relations and writing, so as to cultivate and develop primary school boys' language expression ability.
(C) Gender differences in primary school students' thinking and education
This paper mainly discusses the gender differences in the way of thinking of primary school children. In primary school, there are obvious differences in the way of thinking between boys and girls. Boys' logical thinking is dominant, while girls' thinking in images is dominant; When dealing with problems, girls tend to imitate and pay attention to the parts and details, but they have a poor grasp of the relationship between the whole and the parts, while boys tend to think independently, have strong analytical and comprehensive abilities, pay more attention to the relationship between the whole and the parts, and pay insufficient attention to the details. This is also consistent with what we have seen in primary school teaching practice. In the primary school stage, there are some gender differences in the achievements of boys and girls in Chinese and mathematics learning. There is no obvious difference in the way of thinking between boys and girls when children in primary school learn basic knowledge and basic skills, but when they use these basic knowledge and basic skills, the differences appear, and with the growth of grade, the comprehensiveness of knowledge is getting stronger and stronger, and the requirements for flexible use of knowledge are getting higher and higher. Simple imitation is not enough. Therefore, due to the influence of habitual thinking mode, a considerable number of girls can not adapt to the requirements of new subject knowledge, and their academic performance gradually lags behind that of boys. This situation shows that although the gender difference in the way of thinking of primary school children is the result of many factors, school education is a very important factor. Therefore, teachers should strengthen the cultivation and training of girls' logical thinking ability, spatial perception ability, comprehensive ability and independent thinking ability in education and teaching (girls' computing ability, preliminary logical thinking ability and preliminary spatial imagination ability can be cultivated through primary school mathematics classes); For boys, we should pay attention to the cultivation of their thinking ability in images (we can train boys to read aloud emotionally and imagine vividly through the teaching of Chinese and foreign languages, so as to cultivate their thinking ability in images), especially on their training, not only in the relationship between the whole and the part, but also in the details, so as to prevent and reduce all kinds of mistakes caused by carelessness when solving problems.
In addition, there are obvious gender differences in non-cognitive factors among primary school children. For example, boys are more independent, more confident and more interested than girls, but their emotional stability is worse than girls, and they are more hyperactive, aggressive and disciplined; Girls are more dependent than boys, and it is easier for them to seek teachers' approval and abide by classroom discipline. Therefore, praise is more effective for girls and criticism is more effective for boys.
In short, teachers should correctly understand the gender differences of primary school children, pay attention to "developing strengths" and "complementing each other" in education and teaching, and try to reduce the trend that gender differences artificially expand with children's age and grade due to improper school requirements.