In the whole primary school stage, pupils' feelings and perceptions develop rapidly. Primary school students in lower grades have a general perception of things, often paying attention to superficial phenomena and individual characteristics, and their perception of time and space characteristics is not perfect. With the deepening of the teaching process, the perceptual ability of primary school students has been greatly improved, and the intentionality and purpose of perception have been obviously developed. They have been able to distinguish basic features and needed things from perceptual objects, and their ability to distinguish time units and spatial relations has gradually increased, and their accuracy and systematicness have been continuously improved.

(B) the development of attention

The attention development of primary school students is manifested in the development of attention purpose and attention quality.

1. The purpose of attention

When they first enter school, the attention level of primary school students is limited, and the purpose of attention is still very low. Unintentional attention still plays an important role. The attention of primary school students is largely attracted by the intuition and visualization of teaching and the teaching situation created by teachers. In class, they will want to "desert" and make small moves; When doing homework, you also need the supervision of teachers or parents. With the progress of learning activities, the brain gradually matures, the excitement and inhibition of nervous system activities gradually coordinate, and intentional attention gradually occupies a dominant position in learning and other activities. The fourth and fifth grade pupils can point their attention to the learning object according to the learning activities and teachers' requirements, and the intentional attention has been improved from the forced state to the conscious state.

2. The quality of attention

The attention quality of primary school students is also developing constantly, which is mainly manifested in the improvement of concentration and stability of attention, the expansion of attention scope and the gradual improvement of attention distribution and transfer ability.

During the whole primary school, students' concentration gradually developed. The concentration of junior high school students' attention is low, mainly in two aspects. First, the depth of concentration is insufficient. They can observe concrete things, but they are not good at observing abstract materials; We can focus on the external phenomena of things, but not on the essential relationship of things. Second, the time of concentration is short.

The stability of primary school students' attention is also developing gradually. Experiments show that under normal circumstances, children aged 7 ~ 10 can concentrate continuously for about 20 minutes, children aged/kloc-0 ~ 12 can concentrate for about 25 minutes, and children over12 can concentrate for about 30 minutes. In well-organized teaching, senior pupils can keep their attention for 30 ~ 45 minutes.

Students in the lower grades of primary school, especially those in the first grade, are obviously not good at distributing attention. Their attention can only be focused on one object at a time, which can't effectively distract them. With the expansion of learning activities and other activities and the development of knowledge and skills, primary school students gradually develop the ability of attention distribution. Middle and senior students can focus on several objects at the same time.

Students in the lower grades of primary school are not good at shifting their attention from one thing to another. After the middle grade of primary school, students' attention transfer ability gradually developed.

(C) the development of memory

The development from unintentional memory to intentional memory is a characteristic of primary school students' memory development. In the lower grades of primary school, unintentional memory plays a greater role. With the growth of grade and the influence of study and training, the intentional memory of primary school students has developed obviously, and its dominant position is gradually obvious. Generally speaking, the obvious performance of this dominant position began in the third grade.

With primary school students' intentional memory gradually surpassing unintentional memory as the main memory mode, the proportion of meaningful memory gradually exceeds that of mechanical memory, and gradually occupies an important position in memory activities. Because the understanding of meaning is closely related to the understanding ability of logical thinking, the critical age of meaning memory is often consistent with the critical age of understanding development, about the third and fourth grades.

The knowledge and experience of junior pupils are not rich, and the first signal system is still dominant. Therefore, when they remember things, they often behave as image memories. With the influence of teaching, the enrichment of knowledge and the development of intelligence, the development of abstract memory of primary school students has gradually surpassed that of image memory.

(D) the development of thinking

During the period of 5-7 years old, children's thinking process has undergone a change. This is a transitional stage from the previous operational thinking to the specific operational thinking. This change enables children to complete certain activities psychologically, instead of having to be completed by actual physical activities as in the past; It can also make children psychologically postpone their activities.

Not all children complete this transformation at the same age, and no child can quickly move from one stage to the next. Children usually show two stages of cognitive behavior at the same time. When children change from one stage to another, they still maintain the characteristics of the previous thinking stage while developing advanced cognitive behavior.

After entering the stage of concrete operational thinking, the memory and cognitive ability of primary school students develop rapidly. Children's analytical and comprehensive abilities have been improved, and their thinking has got rid of egoism and achieved conservation, which is the main achievement of children in the specific operation stage. In addition, metacognitive ability has developed, that is, the ability to recognize one's own thinking process and learn how to learn.

At the beginning of this stage, thinking depends on specific objects and situations, and can only recognize the individual characteristics and superficial phenomena of things in isolation. With the growth of age and the deepening of learning activities, they began to understand the relationship between things, and classified and summarized things according to the relationship between species, and even mastered some abstract concepts. At this time, children's thinking ability has made a qualitative leap, that is, gradually from concrete image thinking to abstract logical thinking.

In short, before the third grade of primary school, the focus is on thinking in images, and the age of 10 is the turning point of the transition from thinking in images to thinking in abstract logic.

The development of language

In terms of speech, primary school students gradually master the subtle differences in pronunciation in oral speech and begin to enter the development period of written language. Under the influence of education and teaching, primary school students' vocabulary has increased rapidly, their understanding of word meanings has become more and more accurate, the use of grammar has gradually become more reasonable and perfect, and their oral expressions have become more coherent, vivid and diverse. Pupils not only have made great progress in mastering their mother tongue, but also have the ability to learn foreign languages, which shows that pupils have great potential for language development.

(6) the development of imagination

Students in the lower grades of primary school have rich imagination. In their minds, there is often no clear line between reality and imagination. Sometimes, their actions and words are unreasonable because of the unity of imagination and reality. If this characteristic of children's imagination development is not considered, this situation will often be considered as "lying" and "cheating" in the eyes of adults. Teachers and parents should fully understand this. The imagination of middle and senior primary school students has been able to express objective things more truly, and the content of their imagination has also become realistic, greatly improving the authenticity of imagination.