(A) the physical and mental characteristics of primary school students in Grade One and Grade Two
The physical and mental development of primary school students, from grade one to grade six, generally has three obvious stages, that is, we often say that primary schools are in the lower grades (grade one or two) and primary schools are in the middle grades (grade three or four).
Senior grade of primary school (grade five or six). Students in the lower grades 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, and there is a big gap between them and adults. Their bones are easy to bend, their muscle strength is weak, and the coordination of big muscles is much more developed than that of early childhood, but the coordination of small muscles is still poor. For example, students in senior one write slowly and untidily. Children at this stage are not easy to do exercises with too much intensity and too long. When training these small muscle movements such as writing and playing the piano, we should pay attention to the standardization of the movements.
The development of brain function of junior primary school students is in a "leap" development stage, and the excitability 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. Their independence and consciousness are poor, and they need the supervision and specific guidance of adults in their life, study and activities. Their most striking feature is that they have a special attachment to their teachers and trust them almost unconditionally. They trust their teachers more than their parents. They often say, "The teacher said," They began to evaluate themselves and others, but when evaluating themselves, they only looked at the advantages, and when evaluating others, they were easily influenced by adults. They seldom consider the relationship between the objective outside world and themselves, only take themselves as the center and act according to their own purposes. Teachers in senior one and senior two should make full use of students' trust in themselves and cultivate deep feelings between teachers and students. At the same time, we should set an example for students in all aspects to make their trust more lasting.
(2) The physical and mental characteristics of the third and fourth grade students in primary schools.
Except for the brain, the physiological indexes of the third and fourth grade students are only quantitative improvement compared with the first and second grade students, and there is basically no qualitative leap, which is still in a steady development. However, their brains are in a period of rapid development. The brain weight of 9-year-old children is 1.350g, which is much higher than that of 7-year-old children. The function of the brain nerve has been further strengthened, especially the inhibitory effect in the brain has been greatly developed, making psychological activities more stable. Obviously, they are more likely to concentrate on the class than the students in Grade 12 and Grade 12. Their language ability has been improved to a certain extent, but they are in the transition stage from the first system to the second system, and often they can't speak clearly. At the same time, their logical thinking began to develop rapidly. When they came into contact with the concepts of "good and bad", "right and wrong" and "primary and secondary", although they were still vague, they already had a preliminary understanding. The most obvious psychological feature of primary school students at this stage is that self-awareness suddenly germinates and gradually strengthens. Its main performance is that they have their own attitude towards external things and begin to try to make their own judgments. They no longer trust teachers unconditionally, and pay special attention to whether teachers are "fair". Because primary school students at this stage are in a "turbulent" transition period psychologically, the phenomenon of not listening to teachers begins to appear, and the difficulty of class work is obviously increased. At this time, the focus of the class teacher's work is to win the trust of students in the "turmoil" of students.
(3) The physical and mental characteristics of the fifth and sixth grade students.
The fifth and sixth grade students enter the rapid development period again, which is called the second development period. At this time, their height and weight not only increased significantly, but also the strength of muscles and bones increased rapidly. Psychologically, their intelligence has developed greatly, logical thinking has begun to dominate their thinking, and creative thinking has also developed greatly; They show great interest in novel things, such as collecting things, making toys and learning some specialties. But they often change their minds. They often regard some unrealistic fantasies as their future life goals and blindly worship some stars; Their sense of independence has further developed, and they often think that they have grown up, even better than adults, so they love to make their own decisions and contradict teachers and parents.
At this time, our teachers should, on the basis of understanding students, make use of their psychological characteristics of demanding independence, give them opportunities to do things and help them succeed, so as to mobilize their initiative and enthusiasm to care about and contribute to the class.