1, the feeling is characterized by sensitivity and strong adaptability. Feeling is the initial channel and form for individuals to receive information, and it is the most intuitive reflection of the seriousness of individuals to external things. Therefore, there are too many immutable instinctive factors. Therefore, students' general sensory threshold (sensitive value) should be known before teaching design, so that enough stimulation can arouse their attention and serious investment in teaching. For example, teachers think that their teaching intensity is in place, but they may not adapt to the sensitivity of students; Secondly, people's feelings will have an adaptation process, just like waking up from sleep will have a sober process. Teachers need to understand the teaching mode that students used to adapt to, and then slowly transition to their new teaching mode to give students an adaptation process;

2. Integrity, understanding, constancy and selectivity of perception. Gestalt school believes that individuals always understand things from a holistic perspective. Therefore, we should pay attention to the integrity of knowledge structure and avoid dispersion in teaching. For example, Ausubel's "advance organizer" teaching mode emphasizes the overall concept construction of students before teaching; Secondly, understand students' cognitive level and characteristics, and present knowledge in a way that they can understand. For example, why should the knowledge of logical thinking (such as mathematics) be taught to primary school students in the form of schema combination, because this is the most in line with the perceptual characteristics they can understand; Third, learn to establish the constancy of perception. In teaching, that is, when there are many variants of a knowledge, we can still realize that the essence behind it is the same. For example, there is a concept of "vector" in high school physics, which is also mentioned in mathematics, but they are actually the same concept; Finally, pay attention to the differences of students' perceptual selectivity. On the premise of not being too biased, students are allowed to have their own personality learning and choose to study the knowledge they are more interested in to meet the selective characteristics of perception.