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目的：探讨小学阶段学生性别差异与学习成绩的关系。方法：对蚌埠市１～６年级的１３１１名小学生作韦克斯勒学龄期智力测查，并对语言和操作分值进行ｕ检验。结果：在智商正常（≥８０分），学习成绩差（＜７０分）的４９４名学生中，男生２８０名，女生２１４名，差异有显著性（Ｐ＜０．０１）；语言分值分别为８５．４６±７．８０和９３．３５±７．９５；操作分值分别为９６．０４±９．２１和８４．７４±７．００，差异均有显著性（Ｐ＜０．０１）。结论：小学阶段智商正常学习成绩差的学生中，男女生构成比差异有显著性，女生语言分值高反映其形象思维占优势，适应该阶段的教学特点，故其整体成绩较男生为高。
Objective: To explore the relationship between gender differences and academic performance of primary school students. Methods: Wechsler’s school-age intelligence tests were performed on 1311 pupils from grade 1 to grade 6 in Bengbu, and u-tests were performed on language and operation scores. Results: Out of the 494 students who had a normal IQ (≥80) and poor academic performance (<70), there were 280 boys and 214 girls, the difference was significant (P <0.01). The language scores were 85.46 ± 7.80 and 93.35 ± 7.95, respectively. The scores of operation were 96.04 ± 9.21 and 84.74 ± 7.00 respectively, with significant difference (P <0.01). CONCLUSION: Among the students with poor grades of normal IQ in primary school, there are significant differences in the composition ratio of boys and girls. The high score of girls reflects their predominance in image thinking and adapts to the characteristics of teaching at this stage. Therefore, their overall scores are higher than those of boys.