What are the general characteristics of the development of the will of primary school students?

The general characteristics of the volitional development of primary school students are manifested in the development of volitional action motivation and purpose, and the decision and execution of volitional action tasks.

1. Characteristics of the development of volition, action, motivation and purpose.

Students in the lower grades of primary school are not good at consciously and independently proposing the motivation and purpose of action. After reaching the middle grade, with the increase of knowledge and experience and the improvement of thinking level, primary school students gradually learn to consciously and independently put forward the motivation and purpose of action to themselves, and gradually have a long-term, abstract, and socially significant motivation and purpose.

2. The characteristics of the decision and execution of volitional action tasks.

There is not a long time lag between the decision and the execution of volitional action tasks for elementary school students. Their volitional actions are relatively simple, and they are not good at repeatedly thinking, planning, deciding, and executing for the sake of one thing, which often occurs simultaneously or relatively closely. In the process of learning, primary school students have different attitudes towards difficulties.

Primary school students have a strong sense of responsibility for volitional action tasks and are easy to overcome when encountering difficulties; On the other hand, primary school students who lack a sense of responsibility tend to avoid difficulties or easily seek help from teachers or classmates.

The cultivation of the will of elementary school students:

1. Carry out ideal education and improve the consciousness of primary school children's actions.

2. Pay attention to the formation of education and cultivate children's good behavior habits.

3. Consciously create a situation for students to overcome difficulties, so that students can exercise various willpower qualities in the process of overcoming difficulties.

4. Educate children to deal with setbacks correctly.

1) Sublimation method: After encountering setbacks, transfer your emotions and energy to beneficial activities, and do not always dwell on useless frustrations.

2) Compensatory method: Inspire students to achieve their goals through other means.

3) Catharsis: Bad emotions are not suppressed in the heart, but vented in a reasonable way.

The general characteristics of the development of the will of primary school students are manifested in conscientiousness, decisiveness, self-control, perseverance, etc.

Emotional education is an important part of school education, and the emotions of primary school students have developed to a certain extent. The sense of reason, morality, and beauty has begun to manifest itself, but it is only preliminary. The emotional expression of primary school students is generally external and obvious, and their joys, sorrows and sorrows are distinct, directly expressed in their immature faces.

Primary school teachers should be good at discovering the emotional changes of students from their expressions, whether they are collective or individual students' emotional changes, which put forward requirements for educational work, and also provide a good educational mechanism. It is necessary to be good at seizing such an opportunity to educate students, so that students' emotional experience can gradually be enriched, profound, and stable.

Willpower is the ability to overcome difficulties. Primary school students' willpower is exercised and developed in learning and group activities, but the consciousness, perseverance and self-control ability of primary school students in the process of overcoming difficulties are still relatively weak, and they often rely on the prompts of teachers and parents, and they need to be encouraged and helped to provide them with opportunities to exercise their willpower. Primary school teachers start from the level of students' will, and gradually put forward the requirements for students to overcome difficulties, which is not only the need to complete the learning task, but also the process of cultivating the quality of will.

Modern education attaches great importance to the cultivation of people's psychological quality, so that citizens and specialized personnel in the future society will have good psychological quality, have the ability to withstand setbacks psychologically, and have the courage to face difficulties. Obviously, the training of the will and the cultivation of strong willpower should be listed as an important educational goal from the elementary school stage.

The basic characteristics of students' psychological development are continuity, stage, orientation, imbalance, and difference.

Continuity: Continuity refers to the fact that the psychological development of an individual is a process of gradually progressing from the lower level to the higher level in an orderly manner, germinating new characteristics in the next stage, and showing the continuity of psychological development. Phase:

At the same time, psychological development is a process of gradual change from quantitative to qualitative change, and when the new quality gradually occupies a dominant position, psychological development has reached a new stage, which is manifested as the stage of psychological development.

Unbalanced development: The imbalance of development is mainly manifested in the development of different stages and different aspects of development. The speed at which it progresses, the time it takes to reach a certain level, and the height it finally reaches all show a diverse pattern of development.

Five laws of students' physical and mental development.

Sequentiality: Sequentiality refers to the physical and mental development from low to high, from simple to complex, from quantitative to qualitative; That is, to emphasize a certain directionality. Therefore, the teaching enlightenment to us is to achieve the success of the science and technology step by step, and not to pull out the seedlings to help them grow, and to implement them in a modest.

Phases: Phases refer to the fact that different ages have different characteristics and different developmental tasks, so it is enlightening that we cannot do a one-size-fits-all approach to teaching.

Imbalance: Imbalance is mainly manifested in the same aspect and different aspects in different socks in the period of unbalanced development, sometimes fast and sometimes slow. Therefore, the period of relatively rapid development is called the critical period. Complementarity, difference.

1) Continuity and phases. The psychological development of an individual is a continuous development process from low to high, and it is also a process from quantitative change to qualitative change, which is manifested in the continuity and stages of psychological development.

2) Orientation and sequentiality. Psychological development always has a certain direction and sequence, although the speed of development varies from individual to individual, but development is irreversible.

3) Imbalance. Different individuals have different psychological development speeds, different periods of initial development that can reach the maturity level, and different final heights, which are unbalanced.

4) Differences. The speed at which different individuals develop the same mental function, the height they eventually reach, and the areas of superiority they develop are all different from person to person, and there are individual differences.

1) Continuity and staging. The psychological development of an individual is a process of continuous development from low to high, and it is also a process from quantitative to qualitative change, which is manifested in the continuity and stages of psychological development.

2) Orientation and sequentiality. Psychological development is always sensitive, and although there are individual differences in the speed of development, development is irreversible.

3) Imbalance. The psychological development speed of different individuals is different, and the initial development can reach the level of maturity at different times and the final height is different, which is unbalanced.

4) Differences. The speed of development of the same mental function, the final height, and the areas of strength of development vary from person to person, and have individual differences.