Briefly describe the developmental characteristics of primary school students attention

1) Intentional attention develops gradually, and unintentional attention still works.

2) The scope of attention is still limited.

3) Poor concentration and stability of attention.

4) Weak ability to distribute and transfer attention.

There are regularities in the physical and mental development of students, and these laws are the stable and typical essential characteristics of the physical and mental development of students at a certain age.

1) Sequential and phased.

The physical and mental development of individual students has a certain sequence, that is, the process of changing from low to high, from quantitative to qualitative. There are also certain stages in the physical and mental development of individuals, which reflect the unity of quantitative and qualitative changes. It is manifested as the age characteristics of the physical and mental development of adolescents, that is, the general typical characteristics of physical and mental development at different stages of development.

The sequential and phased characteristics of individual physical and mental development require that educational work must adapt to the sequence of each stage of students' physical and mental development, step by step, and achieve from shallow to deep, from easy to difficult, from concrete to abstract, from low to high, and not one size fits all. At the same time, since the stages of physical and mental development are interrelated and continuous, and the previous stage is the preparation for the next stage, it is necessary to consider the articulation of the various stages of education.

2) Stability and variability.

The stability of individual physical and mental development refers to the fact that adolescents at a certain age in the education of a certain social environment are like children, and the sequence, process and speed of physical and mental development are roughly the same. Variability is manifested in the fact that children of the same age have different levels of physical and mental development in different environments and educational conditions.

The stability and variability of physical and mental development require that the educational content and methods remain relatively stable, and at the same time, the teaching content and methods should be continuously innovated according to the characteristics of the times, regions and cultures.

3) Imbalance.

The uneven physical and mental development of students refers to the uneven physical and mental development of different ages and even the same aspect of development.

The uneven physical and mental development of individuals requires teachers to grasp the critical period of their development and lose no time in taking educational measures to achieve optimal development.

4) Individual differences.

Because the subjective and objective conditions of human development are different, the process and results of human development are also different. Individual differences are not only reflected in individual differences in the speed and level of development of children at different stages of the same age, but also in the speed and level of development in the same aspect.

The individual differences in the physical and mental development of individuals require teachers to have an in-depth understanding of the physical and mental development status and level of each individual, and to teach students in a targeted and appropriate manner. (5) Integrity.

The student is a whole person who devotes his whole body and mind to the teaching life, and to perceive, experience, enjoy and create this teaching life with the whole body and mind. The teacher is dealing with a living whole, even if this whole is not a "perfect" whole.

Teaching should focus on the wholeness of students, promote the general development of students, and pay attention to the unity of cognitive and non-cognitive factors, conscious and subconscious, science and art.

1. Child-oriented language and classroom teaching.

As the saying goes, "the language of people needs art", and teaching is precisely a special profession for one person to face dozens of children, which requires the language of art even more. To enter the inner world of innocent and lovely children, childlike language is undoubtedly a key to opening the heart and enlightening wisdom.

In a lecture, in the link of students learning new words, "This text hides these words." "Who can lead the children to meet these word babies?" The children's response was enthusiastic, and the teacher only used simple, vivid, and natural language to give the initiative to the children, which also demonstrated the concept that students are the subject of the class under the new curriculum standards.

In the classroom, childlike language is called for to enter the inner world of children.

2. Child-friendly language and classroom atmosphere.

I remember when there were very few people raising their hands, I used to reprimand students stiffly, but now I want to say, "Someone raised their hand high." Some of my classmates are playing hide and seek with the teacher with their little hands, for fear that I will catch him."

In this way, the humorous childlike language cleverly solves the awkward atmosphere of the classroom, improves the attention of students, and then shortens the distance between them and the children, and enlivens the whole classroom.

3. Child-oriented language and classroom evaluation.

Classroom comments are an essential language in the classroom, and children who are encouraged by the class are definitely more motivated to learn: "You are so good, you are amazing." "Your eyes are so bright, and you see so many problems.

You're such a little scientist with so many great discoveries. "Teachers should be able to praise children appropriately in childlike language, which can promote children's initiative in learning, improve their enthusiasm for learning, and effectively promote the improvement of learning quality.

Teachers should use humanized childlike language to tap students' potential to the greatest extent, exercise their thinking, and gradually move towards hierarchical teaching through accurate encouragement and hierarchical encouragement, so as to help children establish self-confidence and pursue the purpose of making children love to learn and enjoy learning.

I sometimes wonder why children love to watch cartoons and listen to stories, and childlike language must be an important factor in it. In the same way, only language that is suitable for children's tastes will be understood by students, and it is possible for children to like it. Naturalness, simplicity, flexibility and imagery are the characteristics of childlike language, and it is also the ideal teaching language that I pursue, but it also has to change, enrich and improve according to the different age levels and the increase of grades.

The physical and mental development of primary school students is characterized by sequentiality, stage, complementarity, imbalance and difference.

You can memorize the formulas that are in order, so that you can memorize them

Answer]: a, b, c

This question is an examination of the characteristics of the development of primary school students. Its main characteristics include: (1) from the predominance of unintentional attention to the gradual development of intentional attention to the dominant position of pure rubber transportation; (2) Pay attention to obvious emotional colors; (3) Attention is easily caused by concrete and vivid things.