Characteristics of students

First, physical condition.

Physical analysis:

The students in grade two of primary school are in a stable period of physical development. Their height increases by about 4-5 cm every year, and their weight increases by about 2-3 kg. Their heart rate, blood pressure, vital capacity and other physiological indicators are unstable, their bones are easy to bend, their muscle strength is weak, and the coordination of big muscles has developed greatly compared with that of early childhood, but the coordination of small muscles is still poor.

Teaching strategies:

1, form good habits and sit correctly, which is conducive to physical development.

2. Muscles are in the development stage, which requires teachers to pay attention to the standardization of movements when training writing and playing the piano.

Children of this age are not strong enough to use pens, so they should continue to write with pencils.

4. Exercise with too much intensity and too long time is not easy to do.

Second, the behavior.

Behavior analysis:

The development of brain function of grade two students in primary school is in a "leap" stage, and the excitement level of brain nerve activity is improved, which shows that they love to talk and move. Their attention is not lasting, usually only 20-30 minutes. Their thinking in images is still dominant, their logical thinking is underdeveloped, and it is difficult 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 hold a game attitude towards learning. After studying for a period of time, the child wants to go out to play for a while. However, some children can consciously return to their desks to continue their studies after playing for a while, and some play endlessly, forgetting their textbooks and just want to play games.

Teaching strategies:

1. Teachers should pay attention to strengthening teaching and finish the newly taught content in a concentrated time.

2. Teaching should start with concrete images and gradually cultivate students' meticulous observation and abstract thinking ability. Therefore, it is very necessary to prepare teaching AIDS and image courseware for lower grade teaching.

3. Make the learning process consciously gamified, and make the classroom lively and interesting, such as contests, guessing, drawing and singing. Let students learn knowledge by playing.

4. Standardize students' learning behavior and cultivate good study habits: habit of attending classes, habit of consciously writing homework, habit of reading, habit of writing and error correction.

Third, the psychological aspect.

Psychological characteristics:

Senior two students strongly rely on teachers, who have the supreme position in their minds and can listen to their teachers even if they don't listen to their parents. Emotion is impulsive, self-control ability is still poor, especially vulnerable to the influence and suggestion of others, and then produce unconscious imitation behavior; It's easy to see your own advantages, but you can't see your own shortcomings. Self-evaluation depends almost entirely on teachers, and others' praise is their absolute motivation for learning. The sense of collective honor has increased. If you are rated as "Star Squadron" in every class appraisal, you will be extremely happy and willing to win glory for the group.

Teaching strategies:

1. Make full use of teachers' position in students' minds, establish a good teacher image, do a good job in positive education and guidance, and be a teacher that students like.

2. Constantly discover and set an example in teaching and encourage students to set an example. Let them improve their self-control and consciousness in imitation.

The teacher often praises him in class, and his attitude is amiable. Touch his head, shake his hand, and make the students think you like him. He is very capable.

4. Clearly point out the problems and mistakes made by students to avoid ambiguity. And give him a way to correct it.

5. Protect students' sense of collective honor, enhance their collective consciousness and make them proud to live in this group.

In addition:

There are many details. I recommend you to read Chen Yue's speech "Let the world be full of love".

Psychological characteristics of primary and middle school students and mental health education

Characteristics of cognitive and thinking development of primary and secondary school students: the first lecture

First, the characteristics of cognitive development of primary and secondary school students

Cognitive ability is developed in practical activities, and people's basic practical activities form people's general cognitive ability (that is, 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 cognitive structure, the coordination of the relationship between the elements of cognitive structure, and the mutual promotion and coordinated development of psychological factors such as cognitive structure and emotional personality. There is a critical period in the development process. For example, Chinese psychologists divide the process of children's cognitive development into six critical periods: ① The first month of birth, about 2 1 year, about 33 years old, about 46 years old, about 1 1, 12 years old (female) or 13,/kl.

(A) the characteristics of cognitive development of middle school students

1, the characteristics of middle school students' cognitive development

(1) Basic System Formation of Middle School Students' Cognitive Structure

The elements of middle school students' cognitive structure have developed rapidly, their cognitive ability has been continuously improved, and the core component of cognition-thinking ability has become more mature. Basically completed the transformation to theoretical thinking, abstract logical thinking dominated, dialectical thinking and creative thinking have made great progress.

(2) The consciousness of middle school students' cognitive activities is obviously enhanced. s(！ z，

Due to the development of theoretical thinking and self-awareness, middle school students' observation ability, conscious memory ability and intentional imagination ability develop rapidly, the purpose and direction of thinking are more clear, and the self-evaluation and self-control ability of cognitive system are obviously enhanced.

(3) Harmonious development of cognition, emotion and personality.

The cognitive development of middle school students is inseparable from emotion. Will and character, etc. Emotion, will, need. Interest, motivation, ideals, world outlook, outlook on life, values, etc. , tend to cognitive activities. The function of starting, maintaining and adjusting; At the same time, cognitive development promotes the development of emotion and personality. So that the cognitive structure, emotion and personality of middle school students can form a new situation of coordinated development and improve the overall psychological level.

2. Characteristics of middle school students' observation development.

(l) A clearer purpose

They can take the initiative to make observation plans, consciously carry out centralized and lasting observation, and self-regulate their observation activities.

(2) Persistent development is remarkable.

Middle school students' will ability is enhanced, which can eliminate all kinds of interference and adhere to long-term observation.

(3) the accuracy is improved

In the observation activities, middle school students can fully and deeply understand the details. Attention should be paid to both overall identification and detail identification; The correct rate of observation is gradually improved; The understanding of the essential attributes of the observed object is gradually deepened.

(4) Strong universality

Middle school students' abstract logical thinking is gradually dominant, their verbal expression ability is further developed, and the generality and profundity of observation are obviously improved.

Observation is an important part of intelligence. To cultivate middle school students' observation ability, we should make clear the purpose and task of observation and improve the consciousness of observation; Teaching methods of observation; Cultivate a strong interest in observation; Various senses (eyes. Ear, nose, tongue, body) * * * is involved; Strengthen the coordinated development of observation, thinking and language.

3. Characteristics of middle school students' memory development

(1) Acute memory is dominant.

Intentional memory is purposeful and planned. Memories that require will and effort. To acquire complete and systematic knowledge and skills, people mainly rely on intentional memory. Middle school students can consciously and independently put forward long-term memory tasks, choose corresponding memory methods, check their memory effects, sum up experiences and lessons, and improve their memory level. Although the conscious memory of middle school students is dominant, the unconscious memory is still indispensable. Many things are obtained in a relaxed and happy way through unconscious reciting.

(2) Understanding memory is the main memory method.

Understanding memory means remembering things on the basis of understanding their meaning and essence with the help of the power of thinking. With the maturity of thinking and the development of language, middle school students' understanding and memory have become the main memory methods.

(3) abstract memory is dominant

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 has also developed and occupied an dominant position in middle school.

(B) the cognitive development characteristics of primary school students

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

(1) Pupils' observation and cognition have developed from systematic perception to purposeful and orderly perception.

Pupils, especially junior students, often observe things in disorder, lacking systematicness and purpose. When observing, it is greatly influenced by interest and emotion, which can't last, and sometimes it often deviates from the main goal of observation.

(2) Pupils' observation has developed from vague and general perception to more accurate perception.

Students in the lower grades of primary school are often vague when observing things, which is related to the development of cognitive process. Junior students are poor in knowledge, and it is easy to generalize things, so they are vague, especially for some similar things. With the growth of age, their knowledge is gradually enriched, their observation can also be generalized to differentiation, and their discrimination of things is more accurate. Another problem in their perception and observation is that they can't separate the main things from the secondary things, and sometimes they only grasp the secondary things and ignore the main things.

2. The characteristics of pupils' attention

(l) Unintentional attention still plays a major role, while intentional attention is developing.

For primary school students, in the process of learning, the intuition of teaching methods, the expressive language of teachers and the interest in the course itself can all attract their attention, which are unintentional categories. Because the dominant activities of primary school students are constantly changing, from aimless games to purposeful and demanding learning, their unintentional attention can no longer meet the new requirements, and this contradiction will inevitably make the attention of primary school students gradually transition from unintentional attention to intentional attention.

(2) poor concentration and stability of attention

The degree of concentration of attention is the degree of concentration when the attention points to something. Due to the characteristics of nervous system development of primary school students, attention is not easy to concentrate, and it is easy to be attracted by things of interest and divert attention. For more abstract teaching activities, it is more difficult to concentrate.

The stability of attention refers to keeping attention to something or an activity for a certain period of time. As for the time of attention retention, some psychologists think that children aged 7 ~ 10 can concentrate for 20 minutes, children aged/kloc-0 ~ 12 can last for about 25 minutes, and children aged12 can last for about 30 minutes.

(3) the distribution and transfer of attention is not strong

Pupils should not only use their eyes and ears in class, but also use their brains and hands at the same time, which requires attention to distribution. However, primary school students are not good at distracting themselves. For freshmen, listening and copying should not be done at the same time. Only when copying becomes their more skilled skills can they do it at the same time.

(4) The attention range is small.

The size of attention range refers to the number of things that can be seen (heard) at the same time, which mainly depends on personal past experience. Pupils have less experience than adults and narrow attention range.

3. The characteristics of pupils' memory development.

Pupils' mechanical memory still occupies the main position, and meaningful memory begins to develop. With the growth of age, the development of image memory is slow, and the development of abstract memory is fast. 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 is.

4. The development of pupils' imagination.

(1) intentional imagination enhancement

The imagination of junior pupils has the characteristics of preschool children's imagination, and it is still dominated by unintentional imagination. By the middle and senior grades of primary school, the content of children's re-created imagination tends to be complete, the components of intentional imagination are greatly increased, and its accuracy is also obviously improved.

(2) Imagination is more realistic

Preschool children's imagination is often inconsistent with reality, and sometimes there will be "fantasy". The imagination of middle and senior primary school students is closer to reality.

(3) The creative component of imagination is increased.

The composition of recreating imagination of lower grade primary school students accounts for a large proportion. With more and more activities, richer experience, higher cognitive ability and more and more images in their brains, the imaginary creative city gradually strengthens D.

Second, the characteristics of primary and secondary school students' thinking development

(-) the characteristics of middle school students' thinking development

1, abstract logical thinking gradually prevails.

(l) Middle school students can generally get rid of the limitations of specific things, use concepts and make assumptions. Test the hypothesis of abstract logical thinking.

(2) Middle school students have foresight in their thinking process, that is, they can plan and have strategies before solving complex activities or problems.

(3) The characteristic of middle school students' thinking is formalization, that is, middle school students can often use logical laws to solve problems consciously or unconsciously.

(4) Middle school students have certain self-awareness or self-monitoring ability in their thinking activities, that is, they can not only consider how to solve problems, but also reflect and adjust their own thinking to ensure the correctness and efficiency of thinking.

(5) The originality of middle school students' thinking is gradually enhanced. The outstanding performance is that they can constantly put forward new assumptions and theories, and the agility, flexibility, profundity and criticism of thinking are obviously enhanced.

2. Dialectical logical thinking began to develop.

(1) The development of theoretical thinking of middle school students (especially high school students) has strongly promoted the development of dialectical thinking, thus forming a new situation in which abstract thinking and dialectical thinking develop harmoniously and promote each other. Middle school students can basically understand the dialectical relationship between generality and particularity, deduction and induction, theory and practice, and can develop in an all-round way. Contact point of view to analyze and solve problems.

(2) The thinking structure of middle school students tends to be stable and basically complete. Due to the development of theoretical thinking, the internal connection of middle school students' thinking structure is more coordinated, analyzed and integrated. Abstraction and generalization, deduction and induction, formal logic and dialectical logic, and cognitive and non-cognitive factors have formed a new pattern of coordinated development, thus making middle school students' thinking function more perfect and thinking efficiency higher.

(B) the characteristics of primary school students' thinking development

1, with concrete thinking in images as the mainstay.

The basic characteristic of primary school students' thinking is the gradual transition from concrete thinking in images to abstract thinking in logic. According to the research of Chinese psychologists, before the fourth grade of primary school, children's thinking is generally based on concrete images, and after the fourth grade, they are mainly based on logical abstract elements. In the whole process of thinking development, there is still great unconsciousness and imbalance.

2. Poor consciousness of abstract logical thinking.

Pupils can't consciously realize their own thinking process, especially in the lower grades. For example, Chinese reading, silent reading is more difficult than reading, because children's internal language development is not yet mature, and internal language is the basic condition of analysis and comprehensive thinking itself. Therefore, experienced teachers will guide students to read the text silently and read some extracurricular books in a planned way. For the answers to mathematical application questions, primary school students will not tell their own thinking process, that is, they often say "knowing it but not knowing why", and they are not used to introspection. In the teaching process, if teachers pay attention to guiding students to tell their thinking process when solving application problems, check where their thinking obstacles are when solving problems, and pay attention to checking homework timely and accurately, it will help students develop their abstract logical thinking consciousness.

3. The development of abstract logical thinking is unbalanced.

The development of primary school students' abstract logical thinking is different in different disciplines. For example, in the study of mathematics, especially in primary schools, students who have received systematic Olympic mathematics training can think abstractly without concrete things. But in science class, I still stay at a more specific image level.

4. Lack of critical thinking.

Pupils lack critical thinking, and the younger the child, the more obvious it is. They often blindly do everything the teacher says, instead of taking the teacher's words as the standard to measure things right or wrong according to the change of objective situation. On the one hand, teachers should be cautious in what they say and do, and always consider how to do things that are conducive to the healthy development of primary school students; On the other hand, it also puts forward a new topic for teachers, how to make students gradually overcome this blindness and think more critically and rationally. Cultivating this ability will benefit students for life.

5. Thinking still lacks flexibility.

Pupils are still not flexible in thinking. They are not good at considering the change of conditions and answering new questions with old experience. This feature is most obvious in mathematics learning. Generally speaking, children can successfully answer familiar or learned types of questions without changing the content. If the content changes slightly, it is difficult for them to change their methods with the change of the content, and they often do the topic in the original form. With the growth of grade and age, the accumulation of knowledge and experience, and the development of the second signal system, students' thinking inertia will gradually decrease in middle and high grades.

Characteristics of college students

First, autonomous learning.

Second, cooperative learning.

Third, critical learning.

Fourth, inquiry learning.

Verb (abbreviation of verb) creative learning