【摘要】：小學(xué)一年級入學(xué)適應(yīng)問題,既困擾著一年級教師,也關(guān)系著每一位學(xué)生未來學(xué)校學(xué)習(xí)及終身學(xué)習(xí)的態(tài)度和取向,關(guān)系著每一位學(xué)生身心健康發(fā)展,甚至在更深程度上影響著學(xué)生學(xué)業(yè)成績和社會成就。提高兒童的入學(xué)適應(yīng)性,尤其是社會性適應(yīng)能力,既能幫助兒童順利地度過“陡坡”,盡快適應(yīng)小學(xué)的學(xué)習(xí)生活,也為幼兒一生的發(fā)展打下基礎(chǔ)。本研究在筆者工作所在的學(xué)校(成都市錦江區(qū)某小學(xué))一年級抽取了一個班,以該班的四十四名學(xué)生為樣本,采用問卷調(diào)查、觀察、訪談等方法,研究一年級新生的社會適應(yīng)性現(xiàn)狀,并提出學(xué)校、教師和家長在提高其適應(yīng)性上的策略與建議。研究發(fā)現(xiàn),開學(xué)初期,新生總體社會適應(yīng)性良好,大部分學(xué)生都能在開學(xué)兩個月內(nèi)適應(yīng)小學(xué)的學(xué)習(xí)生活,但存在個體差異,小部分學(xué)生在某些方面表現(xiàn)出適應(yīng)不良。另外,在社會性適應(yīng)的不同的方面,也存在適應(yīng)程度的差異,具體排序是:情緒人際交往規(guī)則任務(wù)獨立性。也就是學(xué)生在獨立性與生活能力方面適應(yīng)最差,最為常見的問題為不能管理學(xué)習(xí)用具、丟三落四,依賴思想嚴(yán)重。其次是任務(wù)方面,對強(qiáng)制性任務(wù)適應(yīng)性明顯強(qiáng)于自覺性任務(wù),多數(shù)缺少主動性,完成困難任務(wù)缺乏毅力。規(guī)則方面,規(guī)則意識和執(zhí)行規(guī)則的能力也逐漸成熟,但上課隨意講話、玩東西和課間追逐打鬧的現(xiàn)象較多。人際交往方面,師生交往以課堂交往為主,學(xué)生比較被動,多數(shù)同伴交往適應(yīng)良好,個別學(xué)生不受歡迎。情緒方面,多數(shù)新生情緒適應(yīng)良好,喜歡學(xué)校,但個別學(xué)生情緒適應(yīng)不良,需要重點關(guān)注。最后,通過改善學(xué)校教育環(huán)境、增強(qiáng)教師銜接意識、發(fā)揮家長促進(jìn)作用可以提高新生的社會適應(yīng)性。
[Abstract]:The problem of adapting to the first grade of primary school students not only puzzles the first grade teachers, but also affects the attitude and orientation of every student's future school learning and lifelong learning, and relates to the development of every student's physical and mental health. To a greater extent, it affects students' academic achievement and social achievement. Improving the adaptability of children to school, especially the ability of social adaptation, can not only help children get through the steep slope smoothly and adapt to the study life of primary school as soon as possible, but also lay the foundation for the development of children's life. In this study, a class was selected in the first grade of the school where the author works (a primary school in Jinjiang District, Chengdu). 44 students in this class were selected as a sample, and the methods of questionnaire, observation, interview and so on were used. The present situation of social adaptability of freshmen was studied, and the strategies and suggestions of schools, teachers and parents to improve their adaptability were put forward. It is found that at the beginning of school, the new students have a good social adaptability, most of them can adapt to the learning life of primary school within two months of school term, but there are individual differences, and a small number of students show poor adaptation in some aspects. In addition, in different aspects of social adaptation, there are also differences in the degree of adaptation, the specific order is: emotional interpersonal interaction rules task independence. That is, the students adapt to the worst in independence and ability to live, the most common problems are unable to manage learning appliances, lose three things, rely heavily on ideas. Secondly, in terms of tasks, the adaptability to mandatory tasks is obviously stronger than that of conscious tasks, and most of them lack initiative and perseverance in accomplishing difficult tasks. In the aspect of rules, the consciousness of rules and the ability of executing rules are maturing gradually, but there are many phenomena of speaking at random in class, playing with things and chasing and fighting between classes. In interpersonal communication, teacher-student communication is mainly classroom communication, students are passive, most of their peers adapt well, and individual students are not welcome. In emotional aspect, most freshmen adapt well and like school, but individual students need to pay more attention. Finally, the social adaptability of the freshmen can be improved by improving the school education environment, strengthening the teachers' awareness of cohesion and giving full play to the role of parents in promoting the social adaptability of the new students.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G625.5

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