First, the overall intelligence level of men and women is roughly the same, and the distribution of women's intelligence is more uniform, but the dispersion of men's intelligence distribution is greater than that of women. Second, there are differences in the intellectual structure between men and women, and each has its own advantages. Third, the speed and level of intellectual development of men and women are also different. Generally speaking, women's intelligence performance is earlier and men's intelligence performance is later. There are different performances at different age stages. For example, there is no obvious difference in intelligence between preschool boys and girls. Since childhood, there have been intelligence differences, and girls' intelligence is stronger than boys'.
(B) Gender differences in the development of learning motivation
In primary school, the cognitive motivation of girls' achievement motivation is higher than that of boys, which shows that girls are more willing to learn, like learning, and are more inclined to increase their knowledge and improve their ability through learning. Boys are higher than girls in attachment motivation, mainly to meet parents' requirements and complete teachers' tasks.
In middle school, boys' achievement motivation is more competitive and novel than girls', and girls' achievement motivation in acquiring knowledge is higher than boys'. In addition, boys are also higher than girls in auxiliary motivation, such as fulfilling teachers' requirements, which shows that auxiliary motivation plays a greater leading role in boys' learning than girls'.
Gender differences and education
1. Teaching based on gender differences should not only give full play to the advantages of men and women according to their own characteristics, but also make men and women complement each other. It is necessary to "foster strengths and avoid weaknesses" and "learn from each other's strengths" to narrow the man-made gender differences due to improper social requirements. Boys and girls have their own advantages and disadvantages, so we should educate them to make up for their shortcomings with their strengths.
2. To establish a correct view, we should not only recognize the characteristics brought by gender differences to students' physical and mental development, but also make it clear that the intellectual development of boys and girls can reach the same height. The key is that education should conform to students' reality and effectively promote students' development.
Change the traditional concept, treat boys and girls equally, and completely change the feudal thought that men are superior to women. Pay attention to praise girls' progress, enhance their self-confidence and self-esteem, and don't blame girls' failure in learning too much on their own reasons. They should give enthusiastic guidance to help them keep up with the pace of boys.
Take Piaget's cognitive development theory as an example. First, each development stage has its main behavior patterns that represent the characteristics of that stage; Second, the age characteristics of each stage can be different due to the differences between individuals and individual environments, or advanced or delayed. However, no matter how big the difference is, it can't change the stage and order of intellectual development; Third, the thinking mode of the previous stage should always be integrated into the thinking mode of the later stage to prepare for the latter stage. There is a certain degree of overlap and overlap between the front and back stages. The general law of cognitive development provides a theoretical basis for educators to better understand children and promote their cognitive development.
Eriksson's theory of personality development reveals that personality development has continuity and stages, and each stage has its own uniqueness, or major contradictions and crises. Education is to understand the main problems existing in the development of students' personality, and to help students solve the contradictions at all stages by setting up a large number of problem scenarios and teaching students in accordance with their aptitude, so as to successfully tide over the development crisis and avoid obstacles or delays in the development of children's personality.