教师资格考试中学教育知识能力考点归纳

教师资格考试中学教育知识能力考点归纳(3)（Teacherqualificationtest,secondaryschooleducation,knowledge,competence,testsiteinduction(3)）Theteacherqualificationexamofmiddleschooleducationknowledgehaveconcluded(3)ThedevelopmentofeducationandthethirdsectionEducationcancultivatethetalentneedsofthecommunity,theimportantpointistoseewhetheritfollowsthelawofdevelopmentofhuman.Educationandhumandevelopmentisthemutualrestrictionrelations:ontheonehand.Educationplaysaleadingroleintheindividual'sphysicalandmentaldevelopmentprocess;ontheotherhand,butalsorestrictstheeducationbylawofindividualphysicalandmentaldevelopment,physicalandmentaldevelopmentofindividualstateeducationisthebasisofbehavior.First,theindividualphysicalandmentaldevelopment(a)theconceptofindividualphysicalandmentaldevelopmentTheindividualphysicalandmentaldevelopmentreferstothewholelifeprocessasawholeinindividualcomplexfromthebeginningoflifetotheendoflife.Theprocessofchanging,especiallyreferstothephysicalandmentalcharacteristicsofindividualstochangetheactive.People'sphysicalandmentaldevelopmentincludestwoaspects:Oneisthephysiologicaldevelopment,alsoknownasthephysicaldevelopment.Thedevelopmentofindividualbodyenhancementincludingnormaldevelopmentandphysicalbodytwoaspects.Thenormaldevelopmentofanorganisminvariousorgans,includingthehealthygrowthofvariousbodysystems.Itistheindividualphysiqueconditionandmaincontents:thenormaldevelopmentofthephysicalenhancementandhelpthebody.Twopromoteeachother,mutualconnection,intheactualactivitiesbecomeone.Thetwoispsychologicaldevelopment.Referstothedevelopmentofhumanspirit,includingthedevelopmentofthetwoaspectsofcognitionandintention.Cognitivedevelopmentreferstothedevelopmentofperception,memory,thinkingandotheraspectsoftheintentiondevelopmentreferstothedevelopmentofneeds,interest,emotionandwilletc..Thephysicaldevelopmentandpsychologicaldevelopmentarecloselylinked.Physicaldevelopmentisthematerialbasisofpsychologicaldevelopment,psychologicaldevelopmentalsoaffectsthedevelopmentofphysiology.(two)specialpeople'sphysicalandmentaldevelopment1.peoplearesocialpeople,isdevelopinginasocialenvironmentInthesocialenvironment,notonlytheexistenceofadifferentnature,andeachindividualwithdifferentdegreeofcontactofvariousgroups,butalsotheexistenceofhumancreationandcreativetools.Individualsonlyparticipateinsocialpractice.Inordertosurviveanddevelopment,inordertoplaytotheirpotential,andintothedevelopmentofreality.Hasthefunctionof2.people'sphysicalandmentaldevelopmentPeoplehavetheabilitytounderstandandtransformtheoutsideworld,ithasmadepeoplebeyondtheanimalworld.Peoplehavetounderstandandtransformtheirabilities.Peoplewithselfconsciousness,toacertainstageofdevelopmentofpeople.Hastheabilitytoplantheirownfutureandcreateconditionsforfuturedevelopment.Theinitiativecanplaybetter,isanimportantfactorinthedevelopmentofapersoncanreachahigherlevel.(three)andthereasonthattheindividual'sphysicalandmentaldevelopment1.intheoryIntheinternalneedsofthegeneralemphasisonpeople'sphysicalandmentaldevelopmentofpowerismainlyduetotheirphysicalandmentaldevelopment.Theorderisdeterminedbythemechanismofphysicalandmentalmaturity.Namely:humanindividualpsychologicaldevelopmentiscompletelynaturalfactorsinherentwithinthepredeterminedbytheindividual,psychologicaldevelopmentistheessenceofnaturalfactorsaccordingtotheirintrinsicpurposeordirectionoftheshow.Externalconditionscanonlyaffecttheinherentlawofdevelopment,butcannotchangetherhythm.Inviewofthenaturalandmaturetheory,Preformationism,geneticdeterminism.Thisview-thepositivesignificanceliesinattachingimportancetopeople'sinternalneedsandhumaninherentdevelopmentmechanism.Weaknessistheone-sidedemphasisontheimportanceofinternalfactorsforindividualdevelopment,andignoretheexternalfactorsthatinfluencepeopleandindividualsubjectiveinitiative.MenciusisrepresentativeofancientChinaintheory,hethoughtthathumannatureisgood,allthingsareinmyheart,thereisthenatureofhumancompassion,shame,humility,isthefourend,thisistherootofbenevolence,righteousness,propriety,wisdomfourbasiccharacterofthepeople,aslongasthegoodself-cultivation,seek,thesequalitiescanbedeveloped.AustriapsychoanalyticschoolfounderFreudbelievesthatthesexualinstinctisthemostbasicnaturalinstinct,itistopromotethedevelopmentofhumanpotential,unconscious,themostfundamentalreason.ThecontemporaryAmericansociologist"Wilsonbiologicalgeneduplicationasalltheessenceofpowerdeterminesthepeople.AndtheAmericanpsychologistGesellstressedthedecisiverole,maturemechanismforthedevelopmentofpeoplehebelievesthatpeopledecidedbygenesequence.Ifyouwanttopasstheexternaleducationtrainingabilityformedinfrontofthematuregrabsomescheduleisinefficientorevenfutile.Gesellnotonlythatthehumanbodyfunctiondevelopmentprogramisrestrictedbythegrowthrule,andallotherabilities,includingthegrowthrulebymorality".2.externalmotivationtheoryExternalizationtheoryandinthetheoryonthecontrary,theessenceofindividualpsychologicaldevelopmentistheenvironmentalimpactoftheresults.Theenvironmentalimpactdeterminesthelevelandformofindividualpsychologicaldevelopment.Thisviewisalsocalledthepsychologicaldevelopmentofenvironmentaldeterminism,shapingtheoryorexperiencetheoryetc..Thebasicviewofexternalizationtheorybelievesthathumandevelopmentmainlyrelyonexternalforces,stimulationandenvironmentalrequirements,suchastheimpactofothersandschooleducation.Thefocusofconcernistheexternalizationofhumanlearning.Learnwhatandhowtolearneffectively.RepresentativeofChina'sancientevilisXunzi,hebelievesthatthehumanfactoritselfistheneedtoreform.TheBritishphilosopherRock"whiteboard"istheexternalizationofatypicalrepresentative.Hethinks.Thehumanmindislikeawhiteboard,whichitselfhasnocontent.Cananyoneapplyexternalforcesdeterminesthehumandevelopmentsituation.AnotherrepresentativeoftheUnitedStatesistheexternalizationofbehavioralpsychologistatWahson,heoncesaid:givehimahealthybaby,regardlessoftheirancestors,hecantrainthemtobefromtheleadertothethiefandothertypesofpeople.Hethinks.Environmentandeducationistheonlyconditionofpsychologicaldevelopment.Educationiseverything.SkinnerWahsoninheritedtheenvironmentaldeterminism,thataperson'sbehaviorandpersonalitycanbecomplicatedbytheexternalreinforcementorpunishmentmeanstocultivateandchange,controlorcorrection.3.multifactorinteractiontheoryAccordingtodialecticalmaterialism,humandevelopmentistheinternalfactors(suchasgeneticquality,maturebodymechanism)andexternalenvironment(externalstimulusintensityandthelevelofsocialdevelopmentandindividualculturalbackground)interactionintheindividualactivitiesinthe.Whoisthemainpracticeactivity,activeparticipationoftheindividual,theindividualdevelopmentcannotbeachieved;subjectiveandobjectiveconditionsinsimilarcircumstances,theextentofindividualinitiative,hasadecisivesignificanceforthedevelopmentofpeople.(four)thegeneralrulesofindividualphysicalandmentaldevelopmentTheorderofthe1.individualphysicalandmentaldevelopmentIndividualphysicalandpsychologicaldevelopmenthasacertainorderinthewholeandindividualprocessandcharacteristicsofphysicalandmentaldevelopmentalsohasacertainorder.Childrenfrombirthtoadulthood,theirphysicalandmentaldevelopmentisfromlowtohighandfromquantitativetoqualitativechangesinthecontinuousdevelopmentprocess.Forexample,thephysicaldevelopmentfollowsfromtoptobottom,fromthemiddletothelimbs,musclesfrombonestosequentialdevelopment,psychologicaldevelopmentisalwaysamechanicalmemorytomemory,thinkingfromtheconcretetoabstractthinking,fromthegeneraltothepassionsemotionalsense,moralsense,aestheticandothercomplexemotions.Intheeducationofteenagers,mustfollowtheconcretetoabstract,fromtheshallowertothedeeper.Fromsimpletocomplex,fromalowerleveltoahigherorder.Graduallymoveforward,not"pushthem",otherwiseitcannotreceivethedesiredeffect,andevendamagetheirphysicalandmental.The2.stageofindividualphysicalandmentaldevelopmentIndividualsshowedgeneralcharacteristicsofdifferentphysicalandmentaldevelopmentandthemaincontradictionindifferentstagesofdevelopment.Facedwithdifferenttasks.Thisisthestageofphysicalandmentaldevelopment.Adjacentstagesareregularlyreplaced.Duringthesameperiod.Thedevelopmentismainlythenumberofchanges,afteraperiodofdevelopment,fromquantitativetoqualitativechange,anddevelopmentlevelhasreachedanewstage.Theagecharacteristicsofphysicalandmentaldevelopmentofyoungpeopleisthecharacteristicsofformationindifferentagestagesofdevelopmentingeneral,typicalandessential.Ofcourse,betweenthedifferentstagesofdevelopmentareinterrelated,astageaffectsthenextstageofdevelopmentdirectionchoice,sothelifeofeachstageforhumandevelopment.Notonlyhasthisstagesignificance,butalsohasthemeaningofthewholelife.Theimbalanceof3.individualphysicalandmentaldevelopmentTheimbalance,referstothecontinuousprocessofdevelopment.Theuniformmotionandspeedofthephysicalandmentaldevelopmentofchildrenisnotcompletelyconsistentwiththetime,indifferentages,thedevelopmentspeedandlevelthereisobviousdifference.Generally,thenewborn(bornfirstyear)andadolescent(13,14~L5,16yearsold),isatwoperiodofrapiddevelopmentofphysicalandmentaldevelopmentofchildren.Imbalancealsoreferstothebodyintheprocessofchildren'sdevelopmentandpsychologicaldevelopmentisnotfullycoordinatedandunifiedphenomenon.Theoveralldevelopmentofchildren,isthepsychologicalmaturitybeforephysiologicalmaturity.Teenagersontheirphysicaldevelopment,hasbeenveryclosetotheadultlevel,andtheirpsychologicalmaturity,butmuchlowerthanadults.Butinaspecificaspect,theremaybepsychologicalabilityisnotcontrolledbyphysiologicalmaturityconditions.Forexample.3~5yearsoldchildren'slanguageabilityandmemoryability,areoftenbetterthantheadultlevel.Aperiodofdevelopmentofthedifferentphenomenonfromdifferentaspectsofbodyandmind.Moreandmorepsychologistsattention.Psychologistsputforwardthekeydevelopmentperiodorthebestoftheconcept.Theso-calledcriticalperiodofdevelopmentreferstothephysicalorpsychologicalaspectsofafunctionandabilityarethemostsuitableformationperiod.Duringthisperiod,ononeaspectofindividualtrainingcangetthebesteffect.Thecomplementarityofthe4.individualphysicalandmentaldevelopmentThecomplementaryrelationshipofindividualphysicalandmentaldevelopmentofeachpart,itfirstreferstoabodyofthefunctionofdamagedormissing,canbecompensatedbyotheraspectsofsupernormaldevelopment.Iftheblindthroughhearing,touch,smellandotheraspectsoftheextraordinarydevelopmentofcompensation.Thepartsofthebodyarecomplementarypossible.Intheabsenceofcertainaspectsoftheirowncanstillprovidetheconditionsandenvironmentcoordinationandcontinuedsurvivalanddevelopment.Complementarityexistsbetweenpsychologicalandphysiologicalfunction.Theemotionalstateofthepowerofthehumanspirit,thewill,thebodycanplayaregulatoryrole.Tohelppeopleovercomethediseaseanddeformity,makebodyandmindisstilldeveloping.Onthecontrary,ifaperson'spsychologicalabilityispoor,lackofselfadjustmentabilityandstrongwill.So,evenifnotveryseriousillnessorsufferingwillknockhimout.Individualdifferencesinindividualphysicalandmentaldevelopmentof5.Individualdifferencesexistindifferentlevels.Fromthepointofview,asthefirstmanifestationofgenderdifferences.Itisnotonlythenatureofthedifferences,includingagenderbringsthephysiologicalfunctionandsocialstatus,roles,communicationbetweengroups.Secondly,individualdifferencesinallaspectsofphysicalandpsychologicalstructure.Thereissomedifferenceinthelevelofdevelopment,somedifferencesinthepsychologicalfeaturesoftheway.Thatis,differencesintheindividuallevelofdevelopmentisnotonlyduetodifferencesininnatequalities,theinherentfunctionoftheindividual.Effectofeffortitisaffectedbytheenvironmentandthedevelopmentofthesubjectintheprocessofdevelopmentandthelevelofself-consciousnessandselfchoicedirection.Thedifferencebetweenindividualcharacteristicsofresearchineducation.Educationshouldbe"individualized","longlostgoodsave".(five)educationshouldadapttothephysicalandmentaldevelopmentofyoungchildren1.educationshouldadapttotheorderandthestagesofindividualdevelopmentEducationmustproceedfromtheactualstudentsforstudentsofdifferentage.Putforwarddifferenttasks,takedifferenteducationcontentsandmethods.Accordingtotheactualsituationofdistinction.Itmustbepointedoutthat.Inordertoadapttotheeducationandstagesofhumandevelopment.Doesnotmeanthateducationshouldgivestudentstheexistinglevelofdevelopment,orlowereducationalstandardsandrequirements.Educationmustconstantlyputforwardtoacceptbuthigherthanitscurrentlevelofrequirementstothestudents,topromotetheirdevelopment.TheformerSovietpsychologistViggoJKiproposedthetheoryof"zoneofproximaldevelopment.Anditissummarizedinthepracticeofeducation"tojump.Pickapeach"experience,areworthlearning.2.educationshouldadapttotheunbalanceddevelopmentofindividualsTheimbalanceofindividualdevelopmenttellsus.Thekeyperiodofdifferentqualityofpeoplehasitsdevelopmentandthebestperiod.Exerteducationalinfluenceinthecrucialperiod,canplayamultipliereffect,missedthecriticalperiodofeducation,oftenshibeigongban.Therefore,educationmustadapttotheimbalanceofhumandevelopment.Inthekeyperiodofthedevelopmentofthequality.Topromotethedevelopmentofeducation,thequalityofthe.3.educationshouldadapttothedevelopmentofindividualstabilityandvariabilityThestabilityoftheindividualdevelopmentofeducationmustgraspthecharacteristicsandrulesofdifferentagestagesingeneral,relativelystable.Asthedevelopmentofteachingobjectives,teachingcontent,teachingmethodsofarrangementandorganizationformoftheobjectivebasisforplanning,strengthentheeducationandteachingwork,eliminaterandomandspontaneous.Thedevelopmentofindividualvariability,theactualsituationandrequirementsofeducatorsoftenunderstandandgraspthechildren'sphysicalandmentaldevelopment.Makefulluseofthepotentialandpossibilityofitsdevelopment,adjusttheteachingplanandeducationmeasures,withphysicalandmentaldevelopmentofeducationalconditions,solvethestudents"food"and"eat"contradictiontopromotethedevelopmentofstudents.4.educationshouldadapttotheindividualdifferencesandindividualdevelopmentofthestudentsAccordingtotheindividualdifferencesinhumandevelopment,educationmustbeindividualized,givefullplaytothepotentialofeachstudentandpositivefactors.Accordingtotheselectionofsuitableandeffectiveeducationwaysandmeans,sothateachstudentcangetthemaximumdevelopment.5.educationshouldadapttothecomplementarityoftheindividualdevelopment.PromotethedevelopmentofthehumanpersonalityTheemotionalstateofthepowerofthehumanspirit,thewill,thebodycanplayaregulatoryrole,tohelppeopleovercomedifficultiesanddisease,mentalandphysicaldevelopmentarestill.Therefore.Cultivateself-confidenceandhardworkisanimportantcontentofqualityeducation.Two.Factorsaffectingpeople'sphysicalandmentaldevelopmentanditseffect(a)geneticThegeneticeffectsof1.ofindividualdevelopment(1)theconceptofgeneticqualityInheritanceisaphysiologicalcharacteristicsinheritedfromthepreviousanatomicalcharacteristics,suchasbodystructure,morphology,andsensorynervoussystem,alsocalledgeneticquality.(2)geneticsignificanceThegeneticqualityisthepremiseofpeople'sphysicalandmentaldevelopment,providesthepossibilityfortheindividual'sphysicalandmentaldevelopment.Butthegeneticqualityisapartofpeople'sinnatequalities,notall.Therearesomedifferencesintheeffectsofgeneticqualityofphysicalandmentaldevelopmentofpeople.Individualdifferencesingeneticqualitynotonlyorganfeelinginthebody,butalsointheformofneuralactivity,the.Theprocessofthedevelopmentoftheagecharacteristicsofgeneticqualityrestrictstheyounggenerationofphysicalandmentaldevelopment.Geneticqualityhasadevelopmentprocess,itsdevelopmentandchangesofstructureandfunctionintheperformanceofvariousorgansofthehumanbodyonthe.Onlywhenthephysicaldevelopmenthasacertaincondition,itmayprovideforlearningcertainknowledgeandskills.Thegeneticroleinthedevelopmentofapersonisnotexaggerated.Thedevelopmentofgeneticqualitycannotbebookedordecision,don'texaggeratetheroleofgenetic,geneticdeterminismgeneticastheonlyfactorthatdeterminesthedevelopmentofpeopleandtheythinkthelivingconditionofthesocietyandtheroleofeducationistorealizetheonlydelayoraccelerategeneticability.Thegeneticqualityhasplasticity.Astheenvironment,educationandpracticeactivities,thegeneticqualityofthepeoplewillgraduallychange.Aneuralactivityingeneticqualityisstrongandbalanced,flexibleperson,Inabadenvironmentandeducation,alsocanbecomeweakandsimilarneuralactivityisnotbalanced,notflexible;aneuralactivityingeneticqualitybelongstostrongandbalanced,flexibleperson,inagoodeducation,itwillbecomeaconservation,verydisciplinedperson.2.ripeforthedevelopmentoftheindividualinfluence(1)theconceptofmaturityIneducation,referstoamatureindividualdevelopmentstatusofchildren.Referstotheindividualpsychologicalandphysiologicalfunctionandabilitytocompletethestage,whichhasachildren'sgrowthanddevelopmentforadults.Themainsignsare:withreproductivephysiology,hastheindependentsenseofselfpsychology.(2)themeaningofmaturityThedegreeofmaturityandthecharacteristicsofthehumanbodyarerestrictedbythephysicalandmentaldevelopment.Itisofacertainagestageofphysicalandmentalcharacteristicsandprovideapossiblelimit.Maturerolealsocannotbeignoredinthinking,emotion,personalityandotherseniorpsychologicalactivities.Gesellthroughthetwinstairclimbingexperimentpresentsthematuredevelopmentoftheindividualdecision.(two)environmentTheconceptoftheenvironment1.Allexternalfactorsofindividualphysicalandmentaldevelopmentenvironmentreferstotheindividuallife.Accordingtotheenvironment,canbedividedintotheenvironment(referstotheoverallnaturalenvironmentandsocialenvironment,suchasacountryoraregion)andsmallenvironment(directcontactwithindividualnatureTheenvironmentandsocialenvironment.Asafamily,aschool).Theinfluenceoftheindividualmoredirectly,soeducatorsmorefocusonthesmallenvironment.2.effectsofenvironmentonindividualdevelopmentThedevelopmentenvironmentoftheeffectisveryobvious,thisearlystudyinancientchina.Mo-tseproposed"stainedwithgrayispaleyellow,withyellow"."Mengmusanqian"istheancientsedificationontheenvironment.Theenvironmentalimpactonindividualperformanceinthefollowingaspects:(1)providevariouspossibilitiesforthedevelopmentoftheindividual,includingopportunities,conditionsandobjects;(2)theenvironmentalimpactontheindividualdevelopmentofpositiveandnegativepoints;(3)inanenvironmentthatisnotpassive.(three)individualinitiativeTheindividualsubjectiveinitiativeisthepowerofpeople'sphysicalandmentaldevelopment.Onlytheobjectiverequirementsoftheexternalenvironmentintotheneedsoftheindividual,inordertoplaytheeffectofenvironmentandeducation:characteristics,individualphysicalandmentaldevelopmentofthebreadthanddepthoftheinitiativemainlydependsonitslevelofdevelopment;intheprocessofindividual.Peoplecannotonlyreflecttheobjectiveenvironment,butalsocanchangetheobjectiveenvironmenttopromotetheirowndevelopment.People'sinitiativeismanifestedthroughhumanactivities.Fromhumanactivities,alltheconditionsforthedevelopmentofgeneticquality,environmentandeducationgiven.Itisimpossibletobecomearealityofhumandevelopment.So,fromavarietyofpersonaldevelopmentmaybecometherealisticsignificancethatpeople'sphysicalandmentaldevelopmentisrealizedthroughactivities,theactivitiesoftheindividualisthedecisivefactorofindividualdevelopment.(four)education1.schoolsplayaleadingroleinpeople'sphysicalandmentaldevelopmentSchooleducationplaysaveryimportantroleinpeople'sphysicalandmentaldevelopment,mainlyinthefollowingthreereasons:(1)theschooleducationisapurposeful,plannedandorganizedtrainingactivities,itstipulatesthedirectionofhumandevelopment.Schooleducationisaccordingtotherequirementsofsociety,accordingtoacertaingoal,selecttheappropriatecontent,takeeffectivemeasures,focusontheuseoftime,planned,systematicscienceknowledgeandideologicalandmoraleducationofstudents.Thesystematiccultivationofpeople.(2)schooleducationbyspeciallytrainedteacherstocarryouttherelativelygoodeffect.Theteacherisnotonlyproficientinhissubject,butalsofamiliarwiththeindividualpsychology,takeappropriateteachingmethodsaccordingtotheactualsituationofthestudents,soastoeffectivelytrainstudentstoachievethedesiredeffect.(3)thefactorsofschooleducationcaneffectivelycontrolandcoordinateinfluencestudents'development.Schooleducationcanexcludetheinfluenceandcontrolofsomeadversefactors.Inordertogivepeoplemorepositiveeducation,thedevelopmentinaccordancewithcertainideologicalandpoliticaldirection,whichisconducivetothecultivationofIdeologicalandmoraleducation.2.specialfunctionofschooleducationonindividualdevelopment(1)theschooleducationforthedevelopmentoftheindividualandthedirectionaccordingtothebasicrequirementsoftheindividualsocietyandmakesocialnormsThesocietyforindividualrequirementsorexpectationshavephysical,moral,intellectualabilityandotheraspects,andputsforwardaseriesofnorms.Theschoolaccordingtotheserequirements,accordingtodifferentageandspecializedpersonneltrainingrequirementsandmakeappropriateadjustments,andotherworkconsciouslytoeducationalgoalsandobjectivestostandardizetheschool,throughavarietyofeducationalactivitiestopromotethestudentstoachievethegoalofstandardization.(2)theschooleducationhasaspecialfunctiontoacceleratethedevelopmentoftheindividualSchooleducationisacleargoal,timeisrelativelyconcentrated,withtheguidanceofprofessionalandspecializedorganizationsofeducationalactivities,inadditiontoindividual,schooleducationincertainlearninggroups,individualdifferencesbetweenthedevelopmentlevelofdevelopment,italsohelpsindividuals.(3)schooleducation.EspeciallythebasiceducationforthedevelopmentoftheindividualhasimmediateanddelayvalueMostofthecontentofschooleducationisuniversalandfundamental,evenschooleducationcontent,itisthegeneralandbasicpart,whichhasalong-termvalueforfurtherstudyinthefuture.Inaddition,theschooleducationlevel,peopledemandtoimprovetheabilityofselfawarenessandselfeducation.Thedevelopmentofpeople,whichhasafar-reachingsignificance.(4)theschooleducationwiththedevelopmentofindividualspecialtalentsandpersonalitydevelopmentfunctioninthedevelopmentofspecialtalents.Thedifferencesofcommonschooleducationcontenttheversatilityandthesamestudentcollectiveamongstudentsshowed.Contributetothespecialindividualperformanceandtofind.Inthedevelopmentofpersonality,schoolteachersandleadershippedagogyandpsychologyknowledgeliteracy,whichhelpsthemfindtheirpersonality,andrespectandpayattentiontothestudents'healthydevelopmentofpersonality.Atthesametime,thestudentsinthegrouplifealsohelpstoabsorblightfromotherpeople.Enrichyourpersonality.Three,students'physiologicalchangesduringpubertyPubertyisdefinedbythechildrengraduallydevelopintothetransitionperiodofadults.Adolescenceisacriticalperiodofrapidgrowthanddevelopmentofthehumanbody,butalsofollowingthebabyafterthelifeofthesecondpeakofgrowthanddevelopment.Adolescenceisacriticalstageofdevelopmentforthepeople'slife.Inthisperiod,significantchangeswillbethebodyofmiddleschoolstudents,mainlyinthefollowingfouraspects:(a)thestudents'physicalappearanceThechangeofheight,weightandbody,isoneoftheobviouscharacteristicsofthedevelopmentofexternalstudents.Accordingtothesurvey,beforepuberty,theirheightandweightgrowthinaverageannual4.7cm,2.38kg.Afterpuberty,theirheightandweightgrowthaveraged6.35ayear,4.62kgcm.Heightgrowthduringthe7and8yearoldL7,L8yearsold,thefastestis12,13toL4,L5yearsold.Thechangeinheightandweightofstudents,maleandfemalestudentshaveobviousdifference.Generallyaroundtheageof11totheendofL8years,girlsthanboysdevelopearlieronetotwoyears.ThegirlfromllyearstoL2yearsoldadultsbegantostep,theboyisfrom