Junior high school students refer to children aged 1 1, 2 to 14, 5. Junior high school can also be called adolescence, adolescence or middle school. The physiological changes of adolescence are rapid, and it is in the second peak of physiological development, especially adolescence. The change of junior middle school students' body shape is very significant. The body grows taller rapidly, and the weight also increases. The internal physiological function develops rapidly and matures gradually. Sexual organs and functions began to develop, and secondary sexual characteristics appeared. However, the sexual development of junior high school students is not yet mature, and there are obvious individual differences in physical development of junior high school students due to different regions, cultural backgrounds and physical conditions. Because junior high school students' physical development changes rapidly, their psychology has also made a great leap. Junior high school students have changed from a child who relies on adults to make norms to a teenager who has certain independent thinking ability and certain adult rights and obligations. They are in a period of semi-maturity, semi-naivety, independence and dependence, and conscious and unconscious coexistence. Therefore, it puts forward some new problems and requirements for our education.

(A) the development of junior high school students' perception ability

Great changes have taken place in junior high school students' study and life, which has made their sensory perception change and develop on the basis of the original cognitive level, and promoted their sensitivity and observation to develop better. The visual sensitivity of junior high school students is constantly improving, and the accuracy of distinguishing various colors and chromaticity is improving. Compared with the first-grade students in primary school, the accuracy of junior high school students in distinguishing various shades is improved by more than 60%. By the age of 15, the acuity of vision and hearing can even exceed that of adults. Junior high school students' ability to distinguish pitch is also improving, and the accuracy of distinguishing scales is very high. In the sense of movement, students' joint muscles are highly developed, which plays an important role in the development of sports activities, painting, writing and other skills. Teachers should pay attention to protecting students' senses, especially the visual senses. Pay attention to eye hygiene.

In terms of perception, junior high school students' perception has many new characteristics. First of all, the intention and purpose of perception have been greatly improved, and we can consciously perceive related things according to the teaching requirements. Secondly, the accuracy and generality of perception are more developed, and logical perception appears. More abstract in spatial perception. Proficient in three-dimensional spatial relations. A long-distance sense of space gradually formed. Be able to master various geographical and spatial relationships and form spatial representations such as the earth, the world and the universe. But for more complex spatial relations, such as solid geometry and light years, it is still difficult to understand. In time perception, we can understand shorter units more accurately, such as months, weeks, hours, minutes and so on. Although we can begin to understand larger historical time units such as century and year, it is often inaccurate. In the development of observation ability, junior high school students' observation purpose, persistence, accuracy and generality have made significant progress compared with primary school students. It is found that the second grade of junior high school is the turning point of the overall development of observation. In the observation, their sensitivity of observing details, the accuracy of distinguishing differences between things and the abstract procedures of understanding things are constantly developing. All these have laid a good foundation for them to better understand the world.

(B) the development of junior high school students' memory and attention

Judging from the purpose of memory, under the requirement of teaching, the intention of junior middle school students' memory has been further developed. The unconscious memory of first-year students is often obvious, and they remember the materials they are interested in better, but they remember some difficult materials worse. With the requirements of teaching, students gradually learn to subordinate memory to the task of memory and the nature of teaching materials, so conscious memory is increasingly dominant. In terms of memory methods, junior high school students' ability to remember word meanings has been further developed. However, some junior high school students often adopt mechanical rote memorization because they don't understand the teaching materials. Among them, the mechanical rote memorization method of junior high school freshmen also played a great role. Judging from the memorization content, the image memorization and abstract memorization of junior middle school students are developing. Abstract memorization has accelerated since the first day of junior high school, while image memorization is still developing, but it has a slight downward trend since the third day. As far as image memorization and abstract memorization are concerned, both of them are indispensable to middle school students, and we can't say which is better or worse.

In paying attention to development. The intentional attention of junior middle school students has been further developed. Pay attention to stability and concentration. Teachers' classroom teaching does not need to change several teaching forms in one class like primary schools. In addition, the attention range of high school students is also expanding, which is close to the level of adults. Junior high school students have developed in the distribution and transformation of attention quality. They can take notes while listening to the teacher. Most students have the ability of attention distribution, but in general, the development of junior middle school students' attention distribution ability is relatively slow. Junior high school students have certain attention transfer ability, but there are individual differences, and some students have poor transfer ability, which may lead to backwardness in learning.

(C) the development of junior high school students' thinking

Middle school students' abstract logical thinking is generally in an advantageous position. But the abstract logical thinking of junior middle school students is still empirical to a great extent. That is, their abstract logical thinking needs the support of perceptual experience, and the specific image components still play an important role. It is found that the second grade of junior high school is a critical period for the development of middle school students' thinking. From the second grade of junior high school, the abstract logical thinking of middle school students began to change from "empirical" to "theoretical". This transformation is about to be completed in senior two.

From the perspective of formal logical thinking, the first grade of junior high school has begun to dominate. I began to understand the essential attributes of abstract concepts in the second and third days of junior high school. As far as the development of dialectical thinking is concerned, junior one students have begun to master various forms of this thinking, but the level is not high. The dialectical logical thinking of junior middle school students is at the turning point of rapid development, but it is not in an advantageous position. At the same time, the thinking quality of junior high school students, especially independence and criticism, has developed greatly, but it is easy to produce one-sided and superficial shortcomings.

(D) the development of junior high school students' imagination

There is a close relationship between imagination and thinking. Imagination is a special thinking process. The learning content of junior high school students has become more complex and abstract, which requires the participation of imagination. The intention of junior high school students' imagination has increased rapidly. This has a lot to do with their rich and varied practical activities. It is found that the second grade to the third grade of junior high school is the accelerated or critical period for the development of students' spatial imagination. Teachers should pay special attention to developing students' imagination during the teaching process. In addition, there are more and more creative elements in the imagination of junior high school students. They can not only say and write specific things they see or hear, but also "weave" things they don't see or hear with these materials. Unlike primary school students, their imagination is mostly imitation and reproduction, which can show a kind of creativity. However, this creative component is still limited and cannot be overestimated. The reality of junior high school students' imagination is constantly developing. The content of imagination is more realistic and logical. The reality of junior high school students' imagination can be reflected through their fantasies and ideals. The fantasies of junior high school students are realistic, interesting and sometimes fictional. To achieve rational imagination, it is generally necessary to go to high school.

(E) Cognitive education of junior high school students

Junior high school is an important stage in a person's life, and it is in a state of being sensible and not completely clear in cognitive development, that is, all kinds of cognitive processes are developing and imperfect. Therefore, in education, we should not only put forward specific and feasible requirements for them, but also not expect too much. Because they have been able to understand some abstract concepts, their educational content can be theoretical and abstract. According to the characteristics of junior middle school students' physiological development, we should improve their understanding of a series of physiological and psychological changes brought about by their own sexual development. In view of their imaginative and heroic characteristics, we should educate them to distinguish between courage and recklessness, friendship and loyalty, boldness and rudeness. In view of their one-sidedness and superficiality in understanding, teachers should be persuasive, convince people by reasoning, speak with facts and convince people by reasoning, and gradually change their shortcomings that they dare to argue but often lack evidence and dare to do things but are not good at doing them. Therefore, the education of junior middle school students should still be carried out according to the characteristics and level of their cognitive development. Only by changing our understanding can we change our behavior.