The fifth-grade pupils' intentional attention develops gradually. Compared with the lower-grade students, the stability, concentration, distribution, breadth and transfer of attention have developed to varying degrees. Intentional memory began to dominate, and abstract memory developed. Children gradually learn to distinguish between primary and secondary content, essential and non-essential concepts.
I have mastered the preliminary scientific definition and learned independent logical argumentation, but my thinking activities still have a lot of figurative colors. Pupils began to make moral judgments based on internalized abstract moral concepts, mainly based on specific social moral behavior norms. Self-control, consciousness, persistence and decisiveness have all developed to a certain extent.
Self-awareness, moral concept and moral behavior gradually develop, gradually grasp the relationship between individuals and others, form a collective consciousness, gradually get rid of dependence on external control, and gradually form an internalized code of conduct as the basis for supervising, controlling and regulating their own behavior, and begin to change from knowing and evaluating their own superficial behavior to evaluating their own internal quality more deeply.
Students' imaginative intention grows rapidly and gradually conforms to the objective reality, and the emotional content is further expanded and enriched. They can gradually realize the possible consequences of their emotional expression and connection, gradually strengthen their ability to control and adjust their emotions, and increase their creative elements.
Primary school students in grade five have initially formed a certain learning attitude. With the awakening of subject consciousness, their self-awareness, self-assertion and self-control ability are further strengthened. After several years of collective life training, I have become accustomed to the organized and conscious class collective life, and I can regard myself as a member of the group and attach importance to the public opinion and evaluation role of the class collective.
With the enhancement of autonomy and self-discipline, the sense of responsibility for learning and collectivity has been further improved, and at the same time, a conscious and responsible attitude towards homework has gradually formed, and learning has begun to be regarded as an obligation, resulting in a strong sense of learning motivation.