Characteristics of primary and secondary school students

I. Physical condition

Physical analysis:

The second grade students in elementary school are in a period of steady development in terms of physical development, and their height grows about 4-5 centimeters per year on average, and their body weight increases by about 2-3 kilograms, and their heart rates, blood pressures, lung capacities and other physiological The heart rate, blood pressure, lung capacity and other physiological indicators are unstable, the bones are easy to bend, the muscle strength is small, the coordination of large muscle movements has developed greatly compared to early childhood, but the coordination of small muscle movements is still poor.

Teaching strategies:

1, develop good habits, sit upright, conducive to physical development.

2, small muscles are in the stage of development, requiring teachers to pay attention to the standardization of movement in the training of writing, playing the piano and so on.

3, this age of the children's hand strength is not strong, not suitable for pen, but also continue to use the pencil writing.

4, it is not easy to do too much intensity, time too long sports.

Second, behavior

Behavioral analysis:

The second grade students' brain function development is in the stage of "leap" development, the level of excitability of their brain neural activity increases, manifested as both talkative and active. Their attention is not long-lasting, generally only 20-30 minutes. Their image thinking is still dominant, logical thinking is very undeveloped, and it is difficult for them to understand abstract concepts. The initiative of conscious learning and the stability of attention when analyzing problems are far from enough. Due to individual differences, some children are slightly better, while most children still treat learning with a game attitude, learning for a period of time children want to go out and play for a while, however, some play a while to consciously return to their desks to continue to learn, and some play endlessly, forgetting the textbook, just want to play.

Teaching strategies:

1, the teacher combined with the short attention span of the characteristics of the design of the teaching session to pay attention to the essence of the content of the new teachings in the concentration of time to finish.

2, the teaching should start from the concrete image of things, and gradually cultivate students' ability of careful observation and abstract thinking. Thus, the preparation of teaching aids for the lower grades, the preparation of the image of the courseware is very necessary.

3, the learning process conscious gamification, make the classroom lively and interesting, such as: than the game, guess the mystery, painting, singing. Let students learn knowledge in play.

4, standardize students' learning behavior, cultivate good learning habits: listening habits, conscious homework habits, reading habits, writing habits, correcting habits.

Third, psychological

Psychological characteristics:

Second-grade students strongly dependent on the teacher, the teacher has the supreme status in their minds, and even do not listen to parents, but also to listen to the teacher; Emotions are easy to impulsive, the ability of self-control is still relatively poor, especially susceptible to other people's influence and implied, and then unconscious imitation behavior; easy to see their own merits, not easy to see their own strengths, not easy to see their own behavior. They can easily see their own strengths, but not their own weaknesses, and their self-evaluation is almost entirely dependent on the teacher, and the praise of others is the absolute motivation for them to learn; they have an increased sense of collective honor, and every time they are evaluated in the classroom, if they are awarded the "Star Squadron", they are extremely happy and willing to fight for the collective glory.

Teaching strategies:

1, make full use of the status of the teacher in the minds of the students, set up a good image of the teacher, do a good job of positive education and guidance, to do the students love the teacher.

2. Constantly discover role models in teaching, set up role models, and encourage students to all be role models. Let them improve self-control and self-awareness in imitation.

3, the teacher in the classroom often put forward praise, amiable attitude, touch his head, shake his hand, let the students feel that you like him, he is very capable.

4, for the students of the problems and mistakes made to point out flagrantly, avoid ambiguity. And hand him the way to correct.

5, protect the students' collective honor, enhance the collective consciousness, let them feel proud to live in this collective.

Additionally:

There are a lot of specifics, I recommend that you take a look at 诌越's speech "Let the world be full of love" source Feng Ankang

Psychological Characteristics of Primary and Secondary School Students and Mental Health Education

The first lecture on the characteristics of the development of cognition and thinking of primary and secondary school students

One of the characteristics of the cognitive development of primary and secondary school students

Cognitive ability in the practice of activity Development occurs, human ****the same basic practical activities to form the general cognitive ability (i.e. intelligence), which includes observation, memory, imagination and thinking ability. Thinking ability is the core of cognitive ability.

The development of cognition is mainly manifested in the complexity and rationalization of the cognitive structure, the relationship between the elements of the cognitive structure is coordinated with each other, and the cognitive structure and the emotional personality and other psychological factors promote each other and coordinate the development of the cognitive structure. There is a critical period in the development process. For example, China's psychologists divided the process of children's cognitive development into six critical periods: ① the first month of life ② around the age of l ③ around the age of 3 ④ around the age of 6 ⑤ 11, 12 years old (female) or 13, 14 years old (male) ⑤ 17. 18 years old.

(I) Characteristics of Cognitive Development of Secondary School Students

1. Characteristics of Cognitive Development of Secondary School Students

(1) Formation of the Basic System of Cognitive Structure of Secondary School Students

The various elements of the cognitive structure of secondary school students are developing rapidly, their cognitive ability is improving, and the core component of cognition - the thinking ability is more mature. Basically, the transformation to theoretical thinking has been completed, abstract logical thinking is dominant, and dialectical and creative thinking have developed greatly.

(2) The self-consciousness of the cognitive activities of middle school students is obviously enhanced C!S( !Z,

As a result of the development of theoretical thinking and self-consciousness, middle school students' observational power, ability to consciously memorize, and ability to intentionally imagine are rapidly developing, the purposefulness and direction of their thinking are more clear, and the self-evaluation and self-control of the cognitive system are obviously enhanced.

(3) Cognition is harmonized with affect and personality

The cognitive development of secondary school students cannot be separated from affect. Will and personality, etc. Emotion, will, need. Interest, motivation, ideals, worldview, outlook on life, values, etc., on cognitive activities play towards. Initiate, maintain and regulate the role; at the same time, cognitive development promotes the development of affect, personality and so on. Therefore, the cognitive structure of secondary school students and affective, personality, etc. to form a new situation of coordinated development, so that the overall level of psychology has been improved.

2, the characteristics of the development of observation of secondary school students

(l) the purpose is more clear

They can take the initiative to formulate an observation plan, consciously carry out concentrated and persistent observation, and can self-regulate the observation activities.

(2) Obvious development of persistence

Secondary school students' willpower has increased, and they are able to exclude all kinds of interference and persist in observing for a long time.

(3) Improvement of precision

In observation activities, middle school students are able to understand the details in a comprehensive and in-depth manner. They emphasize both overall identification and detailed identification; the correctness of observation gradually increases; and their understanding of the essential attributes of the observed objects gradually deepens.

(4) Stronger generalization

Secondary school students' abstract logical thinking is gradually dominant, the ability to express themselves verbally is further developed, and the generalization and profundity of their observations are significantly improved.

Observation is an important part of intelligence. Cultivate the observation of secondary school students to do: clear observation purposes and tasks, improve the self-consciousness of observation; teach the method of observation; cultivate a strong interest in observation; a variety of senses (eyes. Ear, nose, tongue, body) **** the same participation; enhance the coordinated development of observation, thinking and language.

3, the characteristics of memory development of secondary school students

(1) acute memory dominates

Intentional memory is purposeful and planned. It requires willful effort to memorize. To acquire complete and systematic knowledge and skills, people rely mainly on intentional memory. Middle school students can consciously and independently put forward longer-term literacy tasks, choose the appropriate literacy methods, self-check the effect of literacy, summarize the lessons learned, and improve the level of memory. Although the conscious memory of secondary school students is dominant, the unconscious memory is still indispensable. Many things are acquired through unconscious memorization in a relaxed and enjoyable way.

(2) Understanding Memory as the Main Method of Memorization

Understanding memory is the power of thinking, based on understanding the meaning and essence of things. With the maturity of thinking and the development of language, comprehension memory becomes the main method of memorization for middle school students.

(3) Abstract Memory Prevails

With the development of language and abstract thinking, and the deepening of learning content, students have to master a large number of scientific concepts, and abstract memory also develops and prevails in the middle school stage.

(2) the cognitive development of primary school students

1, the characteristics of observation and observation of primary school students

(1) the observation of elementary school students lack of systematic perception development to purposeful and sequential perception

Primary school students, especially in the lower grades, observation of things is often haphazard, the lack of systematic and purposeful, the observation of the interests and The observation is greatly influenced by interest and emotion, and cannot last for a long time, sometimes often deviating from the main goal of observation.

(2) Elementary students' observation develops from a vague and general perception to a more precise one

When students in the lower grades of elementary school observe things, they are often vague and unclear, which is related to the development of the cognitive process. Lower grades students are relatively poor knowledge, easy to generalize when observing things, so fuzzy, especially for some similar things easy to confuse. With the growth of age and the gradual enrichment of knowledge, their observation can only go from generalization to differentiation and distinguish things more precisely. Another problem in their perception and observation process is that they cannot separate the main things from the secondary things, and sometimes they only grasp the secondary things and ignore the main things.

2. Characteristics of Attention of Elementary School Students

(l) Unintentional Attention Still Plays a Major Role, Intentional Attention Is Developing

For elementary school students, in the process of learning, the intuitive nature of the teaching means, the teacher's vocal language, and interest in the coursework itself can attract the attention of the elementary school students, which is the category of unintentional attention. As the elementary school students' dominant activities are constantly changing, from aimless games to purposeful and demanding learning, their unintentional attention can no longer adapt to the new requirements, and this contradiction will inevitably lead to the gradual transition of elementary school students' attention from unintentional to intentional attention.

(2) poor concentration and stability of attention

The concentration of attention is the degree of concentration when attention is directed to a certain thing. Due to the characteristics of the development of the nervous system of primary school students, their attention is not easy to concentrate, it is easy to be attracted by things of interest and distraction, for the more abstract teaching activities, it is more difficult to focus attention.

The stability of attention refers to keeping attention on a certain thing or activity for a certain period of time. Regarding the duration of attention retention, some psychologists believe that children aged 7 to 10 years can focus their attention continuously for 20 minutes, children aged 10-12 years for about 25 minutes, and children aged 12 years and older for about 30 minutes.

(3) Poor Distribution and Transfer of Attention

Primary school students have to use their eyes and ears as well as their brains and hands at the same time in class, which requires distribution of attention. However, elementary school students are not good at distributing attention. For students just starting school, listening and copying should not be done at the same time. Only after copying has become a more skillful technique for them is it possible to do both at the same time.

(4) Smaller Attention Span

The size of the attention span refers to the amount of things that can be seen (heard) at the same time, and it depends mainly on the individual's past experience. Elementary school students have less experience and have a narrower attention span than adults.

3, the characteristics of the development of memory in primary school students

Primary school students' mechanical memory is still predominant, the development of meaningful literacy began to grow with age, the development of image memory slows down, the development of abstract memory faster. The lower the grade, the higher the image memory is than the abstract memory, and the higher the grade, the closer the effect of image memory and abstract memory are.

4, the development of imagination of primary school students

(1) Intentional imagination enhancement

The imagination of lower elementary school students has the characteristics of the imagination of pre-school children, and is still dominated by unintentional imagination. In the middle and upper grades of elementary school, the content of children's reconstructive imagination tends to be complete, and the content of intentional imagination has greatly increased, and its accuracy has also increased significantly.

(2) Imagination is more realistic

Pre-school children's imagination often does not match the reality, sometimes there will be "thinking about the wrong" of the imagination. The imagination of middle and upper elementary school students is closer to reality.

(3) Imagination of the creative component of the increase

The lower grades of elementary school students recreate a larger proportion of the components of the imagination. As their activities continue to increase, experience is gradually enriched and cognitive ability improves, more and more representations in the brain, and thus the creative component of the imagination is gradually increased.

The characteristics of the development of thinking of primary and secondary school students

(-) The characteristics of the development of thinking of secondary school students

1.

(l) Secondary school students are generally able to get rid of the limitations of the concrete things, the use of concepts, put forward hypotheses. Test hypotheses to abstract logical thinking.

(2) Secondary school students already have the characteristic of foresight in the thinking process, that is, they can plan and strategize before complex activities or problem solving.

(3) Secondary school students' thinking is characterized by formalization, i.e., secondary school students are able to apply the laws of logic from time to time, consciously or unconsciously, to solve problems.

(4) Secondary school students have a certain degree of self-awareness or self-monitoring ability in their thinking activities, that is, it is manifested in the fact that secondary school students can not only consider how to solve problems, but also self-reflection and self-regulation of their own thinking, to ensure that their thinking is correct and efficient.

(5) The originality of secondary school students' thinking is growing gradually. It is highlighted by their ability to constantly come up with new hypotheses and theories, and the agility, flexibility, profundity and criticality of their thinking have increased significantly.

2, dialectical logical thinking began to develop

(1) the development of theoretical thinking of secondary school students (especially high school students), strongly promote the development of dialectical thinking, thus forming a new situation of coordinated development of abstract thinking and dialectical thinking, and mutual promotion. Secondary school students can basically understand the dialectical relationship between the general and the particular, deduction and induction, theory and practice, etc., and can use a comprehensive, developmental. Connected point of view to analyze and solve problems.

(2) The thinking structure of secondary school students tends to be stable, and basically complete and systematic. Secondary school students due to the development of theoretical thinking, the internal relationship of the thinking structure is more coordinated, analysis and synthesis. Abstraction and generalization, deduction and induction, formal logic and dialectical logic, cognitive and non-cognitive factors, etc. formed a new pattern of coordinated development, so that the function of secondary school students thinking is more complete, thinking more efficient.

(2) the characteristics of the development of thinking of elementary school students

1, concrete image thinking is the main

The basic characteristics of the thinking of elementary school students is, from the concrete image thinking as the main form of gradual transition to abstract logical thinking as the main form. Our psychologists' research found that before the fourth grade of elementary school, children's thinking is generally dominated by concrete image thinking, and after the fourth grade, the logical abstract component is dominated by the whole process of the development of thinking, there is still a great deal of unconsciousness and imbalance.

2, abstract logical thinking is less self-conscious

Pupils can not consciously realize their own thinking process, the lower grades of primary school students is especially obvious. For example, in language reading, silent reading is more difficult than reading aloud. This is because the development of children's internal language is not yet mature, and internal language is the basic condition for analyzing and synthesizing the thinking itself, therefore, experienced teachers will systematically guide students to read texts silently and read some extracurricular books. Pupils will not tell their own thinking process in solving math application problems, which is often referred to as "knowing the reason but not knowing why", and they are not accustomed to self-checking. Teachers in the teaching process, if you pay attention to guide students in solving application problems, say the thinking process, check their own thinking in solving the problem where the obstacles, and pay attention to timely and accurate checking of homework, will help students in the development of abstract logical thinking consciously.

3, the development of abstract logical thinking is not balanced

The development of abstract logical thinking of primary school students in different subjects, the performance is not the same. For example, in math class learning, especially after a systematic elementary school Olympic math training students, can leave the concrete things for abstract thinking. But in the nature class remains at the level of more concrete image.

4, lack of critical thinking

The lack of critical thinking of primary school students, the younger the children the more obvious. They often do not according to the objective changes in the situation, blindly according to the teacher said every word to do, to the teacher's words as a measure of things right or wrong push a standard. On the one hand, this requires teachers to be prudent in what they say and do, always considering how to do what is conducive to the healthy physical and mental development of elementary school students; on the other hand, it also presents teachers with a new problem, how to enable students to gradually overcome this blindness and think more critically and rationally. Cultivate this ability will benefit students for life.

5, thinking is still lack of flexibility

Primary school students' thinking is still lack of flexibility, they are not good at considering the change of conditions, and old experience to answer new questions. In math learning, this feature is the most obvious. Generally speaking, children are familiar with or have learned the type of topic, in the content of the same can be successfully answered, if the content of a slight change, he is difficult to change with the content of the change and change the method, often according to the original form of the set of questions. With the growth of grade, age, accumulation of knowledge and experience, the development of the second signaling system, to the middle and high school grades, the inertia of the student's thinking will gradually decrease.

Characteristics of College Students

I. Self-directed Learning

II. Collaborative Learning

III. Critical Learning

IV. Exploratory Learning

V. Creative Learning