Abstract: The first stage is the beginning of adolescence and the weaning period in the psychological development stage of life. The psychological characteristics of students in this period are semi-naive, semi-mature, independent and dependent, impulsive and conscious. In addition to a thorough understanding of children's psychological characteristics and development law at this stage, we need to explore: (1) how to use the class management of the head teacher to guide the transition period; (2) Do a good job of psychological guidance in the transitional period from the aspect of learning method guidance; (3) Teaching is the key to help senior one students make a smooth transition; (4) What parents should pay attention to. Keywords class management in weaning period; Learning method in psychological development stage; Instruct teaching. The first stage of family education is the beginning of adolescence and the weaning period in the psychological development stage of life. The psychological characteristics of students in this period are semi-naive, semi-mature, independent and dependent, impulsive and conscious. From adolescence, it is a critical period for the formation of a person's personality. Therefore, it is necessary to deeply understand the psychological characteristics and development law of children at this stage, and strengthen education according to the situation to promote their physical and mental health and development. Practice tells me that only by finding out the psychological state of freshmen who are still in the transition period can they do a good job of transformation and adaptation in the psychological transition period. I. Analysis of Psychological State Due to different management methods in middle schools, different school environments, different degrees of freedom for students to control their time, different work and rest systems, different requirements for code of conduct, different working methods of class teachers, and different learning characteristics, children at this stage will have the following main characteristics in their mentality: 1, the relationship between teachers and students in primary schools is relatively unfamiliar, and teachers stay in classes for a long time because there are fewer subjects and fewer teachers. A teacher often takes a class for several years, even six years, and manages all aspects very carefully, so students have a sense of dependence on the teacher. However, in middle schools, the number of teachers has increased significantly, and the working methods of class teachers are different, not always as seen in primary schools. The head teacher of primary school is strict with students, giving careful guidance, and guiding students by means of teacher evaluation. Middle school teachers, on the other hand, lay particular stress on "cultivation", "guidance" and "development", and pay more attention to students' self-education, self-evaluation, self-control and self-improvement. This requires students to enhance their self-awareness and self-discipline, and be good at managing themselves, so as to adapt to the educational methods and methods in middle schools, that is to say, teachers emphasize that students should manage themselves. In the face of such changes, the head teacher should guide the junior one students to cultivate the ability of autonomy, self-care and self-reliance, and gradually learn to assume obligations and responsibilities for the collective. Students who have just arrived in middle school from all directions are unfamiliar with each other, so it is difficult to get familiar with each other at once. So whenever class is over, students always like to play with their primary school classmates and form a spontaneous small group. Because students have been in primary school for six years, they often rarely experience the experience of changing the environment, and naturally they will cling to the old groups. The unfamiliar relationship between teachers and students makes students feel a certain psychological burden, and students feel that the teacher is far away from them and can't find support. We should guide people to communicate in this connection between primary and secondary schools. Many subjects make students feel helpless. Chinese and mathematics are the main courses in primary schools. However, the new middle school curriculum suddenly increased, and the number and capacity of subjects increased. Coupled with the difficulty of each subject, students are very anxious. Freshmen in senior high school began to get used to this arrangement, which led to students' feeling of being in a hurry, often forgetting their textbooks, failing to finish their homework and leaving things behind. Loss of coordination and self-control. In addition, there are great differences in learning ability among students, which also makes some students lose confidence. Students feel most nervous when they first enter the first grade, and junior high school brings them great learning pressure. 3. Students' cognitive habits in primary school for six years often affect their ability to accept new things. They often look at their teachers with suspicion, and often bravely say, "That's what our primary school teachers say …" and so on when they encounter problems. As they grow older and enter a new learning environment, their self-awareness develops rapidly and they begin to stay away from teachers and parents. They are more willing to tell their peers when they have psychological words. Absolute obedience and dependence on primary school teachers coexist with self-awareness of entering middle school, which is the main contradiction of their way of thinking. 4. Self-confidence and inferiority are blind. Most of the students in our school come from rural areas, and some come from factories and mines. When students from factories and mines enter middle school, they are full of confidence and high spirits, but they often have poor ability to bear setbacks. When they encounter difficulties, they are disheartened immediately, unable to find feelings and don't know how to deal with them. For students from rural areas, they generally feel inferior and have greater psychological pressure after entering the school. People with self-confidence or inferiority have a strong curiosity and freshness about the new learning environment and a desire to show themselves, which also provides a good opportunity for our teachers to implement education. Second, a series of changes and characteristics that guide the psychological development of junior high school students during the psychological transition period will inevitably lead to many maladjustments of primary school students after entering middle school. Teachers help junior high school freshmen to eliminate these maladjustments as soon as possible, which is also an important problem to be solved in the connection education between primary and secondary schools: (1) Using the class management of the head teacher to guide the transition period; (1) Understanding the role change, adjusting the mentality, and guiding freshmen through the psychological transition period are the key tasks of senior one, so I think we should take various forms to help students through the bridging period. First, the theme class leads the way. For example, when I was a junior one student, I held a class meeting with the theme "The first step to a good middle school" and "The middle school student in my heart is-"for two weeks in a row. If there are teachers at the class meeting, there are letters written by parents to their children, exchanges between classmates, and feelings. Let the students really feel that they are already a middle school student. At the same time, through activities, the understanding between classmates and teachers has been enhanced, and a warm family atmosphere has been formed. Second, the exchange of new and old students: please tell the second-year students how to adapt to middle school life as soon as possible. Third, teacher's guidance: arrange teachers in all disciplines to strengthen the guidance of learning methods while teaching new courses, list students who are difficult to adapt to their studies in this discipline, and do a good job in psychological counseling and guidance of learning methods after class. Through the above work, students can change their roles, look at everything around them with the mentality of a middle school student, gradually decompress, be cheerful and refreshed. 2. Establish harmonious interpersonal relationships. In school, interpersonal relationship is mainly teacher-student relationship and classmate relationship. Teachers should help students correctly understand and learn to deal with various interpersonal relationships. First of all, they should attach importance to emotional input. The relationship between teachers and students reflects the psychological distance between students and teachers, and the psychological distance between students and teachers can best be expressed in the relationship between teachers and students. An encouraging look, an approving smile and a gesture can convey the teacher's love. Teachers' moderate emotional input is a bridge to resolve the contradiction between teachers and students, correct students' psychological and behavioral problems and shorten the distance between teachers and students. William james, an American psychologist, famously said, "The deepest principle of human nature is to want others to appreciate you." Students, in particular, can realize that they are valued and appreciated from the teacher's sincere smile, sincere praise and gentle touch, and they will feel infinite warmth. There is a student in my class who has a bad temper and doesn't get along well with his classmates, and his academic performance is not ideal. But he comes early every day. I encouraged him to help the Labor Committee clean the classroom and praised him in class. Later, I found that he was particularly concerned about the collective and took the initiative to do things for the class without complaint. In addition, his sports achievements are particularly outstanding, so I elected him as a sports committee member. Soon after entering school, I caught up with the winter sports meeting. I gave him the class registration and all the organization work during the sports meeting. His working group is meticulous and thoughtful, and under his leadership, our class has achieved good results. He won the trust and respect of his classmates with his actions, and slowly his study habits and behavior habits have also improved significantly. I think when praising a student, we should compare his performance today with that of yesterday. Once a student makes progress, the teacher should praise him in time, and the teacher should open his eyes to find the bright spot of the student. This classmate pays more and more attention to the group and his grades have improved a lot. The "flowers" that bloom late, bathed in sunshine and rain, grow healthily. Secondly, expand the communication channels between teachers and students. Many students are in awe of their teachers, which causes communication barriers between teachers and students and affects the normal and healthy development of students' psychology. In the management of class work, expanding communication channels between teachers and students and increasing communication opportunities between teachers and students can be regarded as an important content to close the relationship between teachers and students and promote students' mental health. We can organize a survey on the relationship between teachers and students by the class committee to understand the psychological characteristics of students' communication with teachers. I once set up a class psychological talk collection mailbox in my class to encourage students to tell their feelings to teachers and make suggestions or rationalization suggestions to teachers ... With more communication channels between teachers and students, teachers can grasp students' psychological changes in time and adopt corresponding educational methods to promote students' mental health. Third, make use of various activities organized by the school and the class itself, so that teachers and students can have a close relationship in the activities. Joint activities between teachers and students can bring the feelings between teachers and students closer, and make students accept teachers psychologically and emotionally, which is the premise of achieving educational goals. In the common activities of teachers and students, a harmonious relationship between teachers and students will soon be established. I think: to be really approachable, we should spend more time with students and know what they care about most. What do you like best? On this basis, I organize students to carry out activities suitable for students' characteristics, such as skipping competition, badminton competition, shuttlecock kicking, basketball and chess competition for boys and girls in the class. Activities can not only narrow the distance between teachers and students, enhance collective cohesion, but also enliven after-school life. 3. It is very important for freshmen to form a new class group and cultivate a strong collective consciousness. Educate students to love the collective and clarify the interest relationship with the collective. Only a good group with positive class style, strong style of study and strong fighting capacity will benefit the students in the class, so it is necessary to cultivate students' sense of responsibility for the group. To this end, I will seize the opportunity to hold a class meeting with the theme of "building a good class group depends on everyone's joint efforts, and both are indispensable". I take this opportunity to establish a class training with pursuit, hardship, self-improvement and competition, and then establish a semester plan, monthly goals, weekly requirements and daily norms. In such a series of management, the factors of moral education are infiltrated into every student's daily life, thus creating an ecological environment for class development, cultivating good moral behavior and transforming the class into a class body. At the same time, through these detailed rules, strengthening students' moral education and standardizing collective behavior are conducive to forming a good class spirit and appearance. For another example, the blackboard newspaper in our class implements the collective contract system and competitive appraisal. As the saying goes: the sea is wide and the fish jumps, and the sky is high and birds fly. The teachers were deeply impressed by the cooperation, extraordinary creativity and efficient organization of each group of students. In the background of a blackboard newspaper, there is a big word "home". The name of the head teacher is prominently written in the word "one point" on the word "home". Under the word "two points", there are two monitor and six groups-I love my family. This idea excites the whole class and embodies the spirit of unity and progress in this class. In short, teachers can build a good class as long as they guide the freshmen's psychological transition period subtly and correctly, grasp the students' psychology and work rhythmically. 4. Self-confidence and inferiority are blind. Most of the students in our school come from rural areas, and some come from factories and mines. When students from factories and mines enter middle school, they are full of confidence and high spirits, but they often have poor ability to bear setbacks. When they encounter difficulties, they are disheartened immediately, unable to find feelings and don't know how to deal with them. For students from rural areas, they generally feel inferior and have greater psychological pressure after entering the school. People with self-confidence or inferiority have a strong curiosity and freshness about the new learning environment and a desire to show themselves, which also provides a good opportunity for our teachers to implement education. 5. Positive Motivation The so-called positive motivation means giving priority to praise. Teachers should be good at using praise and grasp the initiative of education. Freshmen always want to show their cutest side, hoping to be affirmed by teachers and classmates. This desire is stronger than ever before. Timely and appropriate praise can not only motivate students, but also consolidate the position of teachers in students' minds. If teachers always criticize academic improvement without scruple, then students will think that they are bad students in the eyes of teachers, thus ruining themselves and killing their motivation for progress. Therefore, teachers should give priority to positive motivation. For example, in an English class, a little boy in my class read the text quickly and well. I said "great" to him at that time. Afterwards, the parents called and said, "He has never studied English in primary school and has no confidence in whether he likes to learn English well. The teacher's encouraging words made him happy for several days and enhanced his confidence in learning English. " Grasping the opportunity of praise will enable students to write down a self-confidence in their hearts with timely nectar. The power of example is infinite. By praising typical people and things, teachers can achieve their educational goals. The thinking of freshmen in senior high school is more vivid and imitative, which makes the educational goal concrete and more in line with the students' reality. It can make people with low self-esteem summon up courage and let the blind find their goals. For example, from the first day of establishing a class group, we can set an example in the class by carrying out a series of activities to learn to appreciate others, and "grandly" launch a series of examples, so that each student can have his own example and goal. (2) Do a good job of psychological counseling in the transitional period from the aspect of learning methods. School teachers should make reasonable arrangements to help the transition. A series of changes and characteristics of junior high school students' psychological development will inevitably lead to many maladjustments of primary school students after entering middle school. Teachers help junior high school freshmen to eliminate these maladjustments as soon as possible, which is also an important problem to be solved in the connection education between primary and secondary schools. After entering junior high school, students will encounter all kinds of difficulties in their study because they can't adapt to this change. How to help junior high school students master the learning characteristics and methods of middle school as soon as possible, so that they can lay a solid foundation in junior high school and cultivate their basic learning ability is an important topic that junior high school teachers should seriously study. Students entering junior high school need to cultivate good study habits at this stage, and cultivating skills and abilities is an important way to change passive learning into active learning. I consciously train senior one students to take advantage of class meetings and available opportunities: concentrate on lectures, take notes carefully, organize notes, complete homework and find problems. Preview before class, review after class, read more and recite more, that is to say, develop the habit of conscious learning. A student should study hard, never be idle, study hard and make full use of time. (3) Helping freshmen to do psychological counseling during the transition period is the key to help freshmen make a smooth transition. The head teacher should work with other teachers to do a good job in the teaching of freshmen at the initial stage and help freshmen do a good job in psychological counseling during the transition period. 1. Grasp the stages and continuity of students' development and education, and pay special attention to continuity. The characteristics of primary schools are gradually weakening, and the characteristics of middle schools are gradually strengthening. Therefore, the requirements and tasks of the primary and secondary education are to prepare for admission and lay the foundation for the emergence and development of new stage characteristics. The education in the senior stage of primary school cultivates students' pioneering spirit of seeking truth from facts, emphasizing practice, daring to take risks, questioning critical spirit, loving learning, pursuing truth, believing in science, being willing to accept new ideas, being good at expressing new ideas, and being able to innovate. Therefore, I think the focus of teaching exploration in junior one should be how to reflect the continuity of education. 2. Grasp the relationship between intelligence and non-intelligence, ability and attitude, and pay attention to the cultivation of initiative. A large number of experimental data prove that whether it is physical preparation, learning adaptability preparation and social adaptability preparation, the first is the initiative of students themselves. If students lack a positive attitude, there will be no cultivation of innovative ability. Therefore, it is necessary to cultivate students' thinking ability in images and promote their transformation to abstract thinking. Cultivate them to be good at asking questions and have a strong interest in intellectual materials and activities; Develop their listening and speaking ability and cultivate their interest in reading activities; Guide them to correctly understand and evaluate themselves, cultivate their self-esteem and self-confidence, teach them to correctly express their feelings, form their sense of collectivity and friendship, create a good social communication environment, expand students' communication scope, enrich their communication content, cultivate students' ability to share and coordinate in activities, and further enhance their communication ability; Help them master certain learning strategies and good study habits; Constantly cultivate their social feelings, cultivate their spirit of exploration, strengthen their innovative consciousness and improve their innovative ability. At the same time, we should cultivate their interests and hobbies in sports activities. 3. Grasp the relationship between students' interest and teachers' guidance, and focus on cultivating students' interest in learning. The activities of primary school students are often based on interest, and it is difficult to mobilize their enthusiasm without interesting things. If there is no guidance, the interest of primary school students will remain passively influenced by the surface characteristics of external things, and will not produce strong and lasting active learning interest. Therefore, it is necessary for teachers to guide students' interest, which is actually to cultivate students' learning motivation. Judging from the objective law, senior pupils have developed an interest in exploration and thinking. If teachers make full use of this condition, they can cultivate students' strong thirst for knowledge, self-motivation and interest in learning. 4. Grasp the relationship between concrete and abstract materials, and focus on improving abstraction. In the study of the connection between primary and secondary education, it is found that attention should be paid to the development of abstract thinking of junior one students, otherwise junior two students will often face many unsuitable problems. Therefore, in the transitional period of primary and secondary education, teachers should improve the generality of language and teaching content, pay attention to cultivating students' ability of observation, comparison, analysis, synthesis, generalization and reasoning in various activities, and promote the development of students' logical thinking ability. 5. Grasp the relationship between knowledge transfer and innovation ability training, focusing on ability training. Primary schools take classroom teaching as the main form, textbooks as the main learning content and teachers as the main teaching means. However, middle school students' classroom teaching forms are diverse and flexible, and the classroom teaching content is informative. They often arrange some self-study, group study or inquiry study. The difference in learning methods between middle school and primary school makes it difficult for many primary school students to adapt. Therefore, we should pay attention to these differences in the important links of primary and secondary education, adjust our teaching time, gradually increase self-study time and appropriately increase the amount of information, so as to cultivate students' learning ability to accept new knowledge and learn to teach themselves for a long time. The first-year classroom teaching makes full use of students' existing knowledge and experience to organize teaching and give students a smooth and excessive teaching and learning environment. (4) Use the opportunity of parents' forum to let parents know what to pay attention to: 1. Trust and respect children, give them more hints that you can do it, and understand and tolerate their mistakes or small mistakes and impatience. Respect children's choices. Equal dialogue. 2. Communicate smoothly with children. Necessity and mutual understanding. Pay attention to the ways and means of communicating with children. 3. Correctly guide children's learning motivation. (1) Strengthen the education of learning responsibility, reform the concept of students learning by interest, and strive to create a learning atmosphere that I want to learn. I think that facing the only child now, while cultivating students' interest in learning, we should pay attention to strengthening students' sense of responsibility education. Learning is a kind of responsibility, learning is a kind of enjoyment, learning can acquire knowledge and ability, and it is a journey to improve oneself and achieve life. (2) Strengthen the education of students' world outlook and values. 4. Pay attention to children's learning methods and learning efficiency (create a good learning environment for children as much as possible). 5. Pay attention to children's friends and social activities. 6. Pay attention to communicate with the teacher. Don't say anything against the teacher in front of the children. You can talk to the teacher directly if you have any questions. 7. Cultivate children's ability to live independently. 8. Educate children to be grateful. (Participate in housework, etc. 9. Pay attention to children's physical development, especially girls. (There are related courses since Grade One) 10. Correctly handle the relationship between normal study and overtime. There is an old saying in China that "education should be established to abolish infertility". Education is a major event for every family, and raising children is a great project. If our teachers can "know early" in the process of educating students, remind students in time that they are likely to encounter problems of one kind or another and teach them how to face and deal with them; If parents "knew" in the process of educating their children, then the children will grow up step by step on the shoulders of their predecessors and succeed step by step. If we take the initiative to let students "know early" in the learning process, then they will be prepared psychologically and in action in advance, and maybe they will start faster than other peers when they run together. In short, as long as teachers, parents and students have an all-round and multi-level understanding of the process from primary school to junior high school, understand junior high school life, make good preparations for psychology, life and study in advance, turn this "mutation" into a "gradual change", successfully complete the transition from primary school to junior high school in the "gradual change", and minimize the traces in the process from primary school to junior high school, they will certainly be able to become complete and continuous.