在当前的学前教育和学校教育工作中,“因材施教”原则的贯彻,往往只是注意儿童身心发展的年龄特征和个别差异,很少考虑儿童身心发展尤其是心理发展的性别特征。这样,就必然会给男女儿童各自心理的充分发展带来不利的影响。其实,男女儿童身体发展的性别差异必然会造成心理发展的性别差异,这种差异在男女儿童的智力发展上表现得最为明显。如女孩听觉较为敏感,说话流畅,言语上的能力较优,男孩视觉较为灵敏,辨别方位等空间能力较强;女孩短时记忆和机械识记能力较优,男孩长时记忆和理解识记能力较强;女孩形象思维能力较优,男孩逻辑思维能力较强等等。这就是说,在心理发展的智力方面,男女儿童是不平衡的,都各有其优势和薄弱的一面。当然,造成智力发展这种性别差异的原因是极其复杂的,有先天的遗传方面的原因,也有后天的环境和教育方面的原因,但是,环境特别是教育方面的原因则是决定性的。因此,如 In the current preschool education and school education, the implementation of the principle of “teaching students according to their aptitude” tends to pay attention only to the age characteristics and individual differences in children’s physical and mental development, and seldom considers the gender characteristics of children’s physical and mental development, especially psychological development. In this way, it will inevitably bring adverse effects on the full development of the psychology of men, women and children. In fact, the gender differences in the physical development of boys and girls are bound to cause gender differences in psychological development. Such differences are most evident in the intellectual development of boys and girls. For example, girls are more sensitive to hearing, fluent in speech, better in verbal ability, more sensitive in boys’ vision, stronger in spatial ability of recognizing orientation, etc. Girls have better short-term memory and mechanical ability to remember, while boys have long-term memory and understanding ability to remember Strong; girls thinking ability is better, the boy more logical thinking ability and so on. This means that men and women are imbalanced in the psychological aspects of their psychological development and each has its strengths and weaknesses. Of course, the reasons for such gender differences in intellectual development are extremely complex, with inherent genetic and environmental and educational reasons. However, the environmental and especially educational reasons are decisive. So, for example