What are the characteristics of middle school students

Middle school students are children between the ages of 11 or 12 and 14 or 15. The middle school stage can also be referred to as adolescence, puberty or mid-school age. Adolescence undergoes rapid physiological changes and is at the second peak of physical development. The cognitive characteristics of this stage are:

(1) the development of sensory perception in junior high school studentsIn terms of perception, many new features have emerged in the perception of junior high school students. First of all, the intentionality and purposefulness of perception have been greatly improved, and they can consciously perceive the things concerned according to the teaching requirements. Secondly, the precision and generalization of perception are more developed. Logical perception emerged. In spatial perception, with greater abstraction. Spatial relationships in three dimensions are more skillfully grasped. In time perception, shorter units, such as months, weeks, hours, and minutes, can be understood more precisely, while historical units of time such as centuries and eras can begin to be understood, but often with less precision. In terms of observational development, middle school students' purposefulness, persistence, precision, and generalization of observations are significantly more developed than those of elementary school students. The second year of middle school is a turning point in the development of observational generalizations. In observation, their perception of observing details, accuracy in recognizing differences in things, and abstract procedures for understanding things are all developing.

(2) Development of Memory and Attention in Middle School Students The intentionality of literacy is more developed in middle school students. First grade students' unconscious memory is often evident, remembering interested material better and some difficult material worse. With the demands of teaching, students gradually learn to subordinate their memory to the task of literacy and the nature of the material, and thus conscious memory becomes increasingly dominant. In terms of methods of remembering, middle school students' ability to remember meaningfully is more developed. Mechanical literacy methods still play a large role for first-year middle school students. In terms of literacy content, middle school students are developing both figurative and abstract literacy. Abstract literacy increases the rate of development from the first grade.? In terms of attentional development. Middle school students have further developed their intentional attention. Attention is more stable and focused. Middle school students are developing in the distribution and switching qualities of attention. They can listen to the teacher and take notes at the same time. The vast majority of students have a certain ability to allocate attention.

(3) The development of middle school students' thinking? The abstract logical thinking of middle school students is in a dominant position in general. But the abstract logical thinking of middle school students, to a large extent, is still empirical. From the second year of middle school, the abstract logical thinking of middle school students begins to transform from "empirical" to "theoretical". This transformation is completed in the second year of high school. In terms of formal logical thinking, the first grade of middle school has begun to dominate. The second and third grades begin to understand the essential properties of abstract concepts. In terms of the development of dialectical thinking, middle school first graders have begun to master the various forms of that thinking, but not at a high level. In the third year of junior high school students' dialectical logical thinking is in a transition period of rapid development, but dialectical logical thinking is not yet in a dominant position. At the same time, the quality of middle school students' thinking, especially independence and criticality has developed greatly, but it is easy to produce the shortcomings of one-sidedness and superficiality.

(4) the development of imagination of middle school students? The intentionality of middle school students' imagination grows rapidly. The second grade of junior high school to the third grade of junior high school is an accelerated or critical period for the development of students' spatial imagination. The creative component of middle school students' imagination is increasing. The realism of middle school students' imagination is developing. The content of imagination is more in line with reality and logical. Middle school students' fantasies are realistic, interested and sometimes characterized by fiction. And to achieve rational imagination generally to the high school stage.