The College-adaptation Of The Mongolian And Han Students In Inner Mongolia: Comparative Perspective

College is a turning point in college students'psychology development. The college students are facing tough psychological development problems such as the adaptation to campus life and interpersonal relationship, study of professional knowledge, problems of emotions and choosing occupations.These are the main problems cause the troubles of the college students'psychological development .These developed problem are revolved which can not only influence the students'mind and body development during college but deeply effect their development in their adulthood.When the ethnic minorities'students who grow in special conditions go into the colleges where the main body is the Han Nationality, thus their psychological conflict are inevitable. It is necessary for us to study and analyze the adapting condition of ethnic minorities'students in college in order to reduce psychological conflict the minimum degree and help them adopt to the study in college and prepare for the subsequent social life. The author will try to investigate the difference condition in college studing between Han and Mongolia and through the main aspects such as college study, interpersonal relationship, self care, choosing major and occupation. We using the ways of questionnaire to studying 320 students in 4 college in Hohhot and using"College Student Adaptability Inventory, CSAI"written and edited by Lu Xiefeng to analyzes the reason of maladjustment and brings up the concerning methods to reduce the adapting difference between Han and Mongolia.The research indicates:(1) Female students have notable higher role adapting dimensionality(t =-2.502* p<0.05) than the male students.(2) The students from country have notable higher entire adaptation (t=-2.668,p<0.01),role adaptation(t=--2.007,p<0.05),entire identification to environment(t=-2.650,p<0.01)than students from city and the difference is notable. There are notable main effect on the entire adaptation to native schools and the entire adaptation and identification dimensionalityto environment(3) Mongolian students have notable higher entire adaptation(t=2.109,p<0.05),study adaptation (t=3.146 * p<0.05),role adaptation(t=4.670,p<0.001)and entire identification to environment (t=2.097 * p<0.05)dimensionality than Han students. The difference is notable.(4) There is existing the notable subjects differences. Arts students have higher study adaptation dimensions (t=2.053* p<0.05)than science students.(5) It has no notable influence whether the student is an only child.(6) There is notabloe difference in different grades that the environment of the overall identity adaptation(t=3.226,p<0.05).Junior have notable higher school adaptation than freshmen and sophomore have notable lower entire identification to environment than junior.(7) Natinality and grade have notable interaction to study adatation. Mongolian students'study adaptation slowly increases from their second year to fourth year and Han students'study adaptation goes down in their fourth year and reaches the lowest.(8) Natinality and grade have notable interaction to interpersonal adatation. It is at the lowest for mongolian students in their second year, increases a little and goes down in fourth year. Han students'interpersonal adatation reaches the top in their second year and slowly goes down after that.(9) Natinality and grade have notable interaction to the adaptation of body and mind symptom. It goes in inverse U-shaped tendency to han students and reaches the top in the second year. It goes in conk tendency that reaches the lowest in second year and change little in first, third and fourth year.