The first-year students are in the transition from the pre-operation stage to the concrete operation stage, and their thinking is in a semi-logical state, mainly in images. For example, when learning the initial e of pinyin, you can give a picture of a swan playing in the water, and use the children's song "Swan Playing in the Water eee" to help you remember; When distinguishing initials B and P, we use a children's song "bb bb, erect 6 b, open the antenna to listen to the radio, splash water on the washbasin, and use the upper right semicircle to help students remember", all of which make use of the characteristics of students' thinking in images.

2. Communication characteristics

First-year students are attached to their teachers, and their trust in them is almost unconditional. What they often say is: "The teacher said ..." They trust their teachers more than their parents. The words and demands made by the teachers are like "imperial edicts". They begin to evaluate themselves and others, but when evaluating themselves, they only look at the advantages, and when evaluating others, they are easily influenced by adults. They rarely take into account the relationship between the objective outside world and themselves, and only take themselves as the center and act according to their own purposes. Furthermore, they are easily influenced by their classmates. When they see their favorite classmates playing games, they are willing to play with them. When they see other people's stationery or extracurricular reading materials, they should have them themselves. Therefore, the first-year students' good friends change quickly and can't be friends with a certain classmate for a long time.

3. Features of language expression

First-year students have a strong desire to express their language. Most students like to answer teachers' questions in class, and they are very willing to express their ideas whether they think it over or not. This is the process of students' self-knowledge and their psychology of hoping to be affirmed by teachers. During recess, freshmen are very happy to tell others what they have done, especially what they are very proud of, so that students can feel great and win more students' love for themselves. When students come home, they often pester their parents to tell them what they have seen and done in school, and they are willing to let their parents share their gains in school. All these can provide good opportunities for children's language development. Whether children can describe things accurately or not is a process of children's language development and should be encouraged.

4. Attention characteristics

The attention of first-grade pupils is mainly unintentional attention; Attention has strong interest, intuition and emotional color; Attention is unstable and easily attracted by novel stimuli. It is easy to be distracted, and the attention is not lasting. The time that can be maintained is only 10-20 minutes. Adult supervision and specific guidance are needed in life, study, activities and other aspects, otherwise it will be difficult to complete a long-lasting task. For example, when students are in class, the new teaching content cannot exceed 15 minutes, otherwise, a large number of students will not be able to keep their concentration. For example, first-year students mainly focus on reading assignments. These are all teaching activities based on the age characteristics of students.