农村小学一年级新生学习适应性调查研究

【作者】 郭敏；

【导师】 张奎明；

【作者基本信息】 曲阜师范大学 ， 教育硕士（专业学位）， 2021， 硕士

【摘要】 小学一年级是学生接受义务教育的起点,是由幼儿园教育过渡到小学教育的转折点。但我国学前教育和小学教育之间存在着较大的差异,儿童在幼儿园的学习与小学的学习之间也存在着显著的不同。这种差异与不同易使一些儿童产生学习适应不良的状况,给儿童的学习及生活带来了诸多困扰。因此,提高一年级新生的学习适应性是帮助他们快速适应小学生活,获得良好学习效能及良好发展状态的必然要求。而农村的基础教育是我国基础教育的重要组成部分,农村学生的学习适应状况影响着农村基础教育的质量。由于农村教育条件与城市教育条件存在很大的区别,农村小学一年级新生的适应性问题可能与城市之间存在很大的不同。因此,了解农村小学一年级新生学习适应性的情况,开展关于农村小学一年级新生学习适应性的研究具有重要的现实意义。该研究在运用文献法分析国内外有关学生学习适应性研究的基础上,采用问卷调查法、访谈法、观察法以及个案研究法对Z市三所农村小学的一年级新生、教师、家长进行调查,了解农村小学一年级新生学习适应性的现状。通过调查研究发现,农村小学一年级新生学习适应性存在以下普遍性问题:学习态度不端正、学习习惯不良、自我调整能力较低、学习任务不适应及学习环境不适应等。问题产生的原因可以归于四个方面:第一是幼小衔接方面的因素,包括幼儿园和小学之间存在断层,已有的习惯不适应小学课堂,缺乏对儿童学习态度的引导;第二是学生自身的因素,包括认知发展的局限性,性别差异的影响,知识储备的差异;第三是学校教育方面的因素,包括课堂教学单调枯燥,重知识传授、轻习惯培养,学习任务难度设置过高,缺乏适宜的学习环境;第四是家庭教育方面的因素,包括缺乏良好的家庭文化氛围,不适当的家庭教养方式,入学关注不够、与学校配合程度低。基于以上问题及原因,研究从以下三个多方面提出改善农村小学一年级新生学习适应性的建议:首先,学校要做好幼小衔接工作,定期培训交流;创设良好的校园环境,提高环境的衔接性;加强对农村家长的指导,改善家庭教育。其次,教师要营造生动活泼的课堂,吸引学生注意力;尊重男女生的差异,注意因性施教;加强学习习惯的培养,提高适应能力;从学生发展水平出发,注意因材施教;创设良好的班级与人际环境,增强学生归属感。最后,家长要提高自身素质,营造良好的家庭文化氛围;优化教养方式,加强对子女自我调整能力的锻炼;加强对子女的引导,培养学习习惯与兴趣;提高对子女的入学关注度,积极与教师配合。更多还原

【Abstract】 The first grade of primary school is the starting point for students to receive compulsory education and the turning point for the transition from kindergarten education to primary education.However,there is a big difference between preschool education and primary school education in China,and there is also a significant difference between children’s learning in kindergarten and primary school.This difference makes some children suffer from learning maladjustment,which brings many troubles to children’s study and life.Therefore,improving freshmen’s learning adaptability is an inevitable requirement to help them adapt to primary school life quickly and obtain good learning efficiency and good development status.Rural basic education is an important part of China’s basic education,and the learning adaptation of rural students affects the quality of rural basic education.Because there are great differences between rural and urban education conditions,the adaptability of freshmen in rural primary schools may be quite different from that in cities.Therefore,it is of great practical significance to understand the learning adaptability of rural first-year primary school freshmen and carry out research on the learning adaptability of rural first-year primary school freshmen.On the basis of analyzing the research on students’ learning adaptability at home and abroad by using literature method,this study investigates freshmen,teachers and parents of three rural primary schools in Z city by using questionnaire,interview,observation and case study to understand the present situation of freshmen’s learning adaptability in rural primary schools.Through investigation and study,it is found that the freshmen in rural primary schools have the following general problems: incorrect learning attitude,bad study habits,low self-adjustment ability,unsuitable learning tasks and unsuitable learning environment,etc.The causes of the problems can be attributed to four aspects: first,the factors of young children’s connection,including the gap between kindergarten and primary school,the existing habits are not suitable for primary school classrooms,and the lack of guidance for children’s learning attitude;The second is the students’ own factors,including the limitations of cognitive development,the influence of gender differences and the differences in knowledge reserves;The third is the factors of school education,including monotonous classroom teaching,emphasizing knowledge transfer and neglecting habit cultivation,setting too high the difficulty of learning tasks and lacking a suitable learning environment;Fourth,there are factors in family education,including lack of good family culture atmosphere,inappropriate family upbringing,insufficient attention to school entrance and low cooperation with schools.Based on the above problems and reasons,the study puts forward suggestions to improve the learning adaptability of freshmen in rural primary schools from the following three aspects: first,schools should do a good job of connecting young students and regularly train and exchange;Create a good campus environment and improve the cohesion of the environment;Strengthen the guidance to rural parents and improve family education.Secondly,teachers should create a lively classroom to attract students’ attention;Respect the differences between boys and girls and pay attention to teaching students according to their gender;Strengthen the cultivation of study habits and improve adaptability;Starting from the development level of students,pay attention to teaching students in accordance with their aptitude;Create a good class and interpersonal environment to enhance students’ sense of belonging.Finally,parents should improve their own quality and create a good family culture atmosphere;Optimize the parenting style and strengthen the exercise of children’s self-adjustment ability;Strengthen the guidance to children and cultivate study habits and interests;Improve attention to children’s enrollment and actively cooperate with teachers.更多还原