(1) Handle the relationship between intelligence and knowledge and skills. Knowledge is closely related to intelligence. Knowledge and skills are the basis of intellectual development, and intellectual development is a necessary condition for acquiring knowledge and skills. The poverty and shallowness of knowledge are not conducive to the development of intelligence, and the level of intelligence determines the depth of knowledge and the flexibility of using knowledge.

(2) Pay attention to the cultivation of children's non-intelligence factors. Non-intelligence factors refer to psychological factors that are not directly involved in the cognitive process, including emotion, will, personality, interest and so on. Intellectual factors and non-intellectual factors are two aspects of intellectual activities. Although they are relatively independent, they are interrelated, influenced and restricted. Only when both are in the best condition can children's intellectual activities succeed.

(3) Pay attention to children's knowledge structure. If children's knowledge is scattered, messy and trivial, then it is difficult for children to solve problems with this knowledge, which is of little significance to the development of children's thinking. In other words, the great progress of children's intellectual development does not depend on the mastery of individual knowledge and skills, but on whether these individual knowledge can be combined into a "structure" that reflects the laws or relations between things or phenomena.