小学一年级学生社会性适应研究

发布时间：2018-11-21 16:24

【摘要】：小学一年级入学适应问题,既困扰着一年级教师,也关系着每一位学生未来学校学习及终身学习的态度和取向,关系着每一位学生身心健康发展,甚至在更深程度上影响着学生学业成绩和社会成就。提高儿童的入学适应性,尤其是社会性适应能力,既能帮助儿童顺利地度过“陡坡”,尽快适应小学的学习生活,也为幼儿一生的发展打下基础。本研究在笔者工作所在的学校(成都市锦江区某小学)一年级抽取了一个班,以该班的四十四名学生为样本,采用问卷调查、观察、访谈等方法,研究一年级新生的社会适应性现状,并提出学校、教师和家长在提高其适应性上的策略与建议。研究发现,开学初期,新生总体社会适应性良好,大部分学生都能在开学两个月内适应小学的学习生活,但存在个体差异,小部分学生在某些方面表现出适应不良。另外,在社会性适应的不同的方面,也存在适应程度的差异,具体排序是:情绪人际交往规则任务独立性。也就是学生在独立性与生活能力方面适应最差,最为常见的问题为不能管理学习用具、丢三落四,依赖思想严重。其次是任务方面,对强制性任务适应性明显强于自觉性任务,多数缺少主动性,完成困难任务缺乏毅力。规则方面,规则意识和执行规则的能力也逐渐成熟,但上课随意讲话、玩东西和课间追逐打闹的现象较多。人际交往方面,师生交往以课堂交往为主,学生比较被动,多数同伴交往适应良好,个别学生不受欢迎。情绪方面,多数新生情绪适应良好,喜欢学校,但个别学生情绪适应不良,需要重点关注。最后,通过改善学校教育环境、增强教师衔接意识、发挥家长促进作用可以提高新生的社会适应性。
[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.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G625.5

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