The Research On The Learning Adaptability Of Junior School Students From Underdeveloped Areas While Studying In Developed Areas In Xinjiang

Learning adaptability is an essential component of youth's social adaptability. It is since the 1990s that the issue of youth's adaptability has aroused scholars'concern nationwide. Studies have found that good learning adaptability predicts satisfactory academic achievements, while poor learning adaptability leads to frustrating academic performance for some students with normal intelligence. The very establishment of the classes for junior school students from underdeveloped areas while studying in developed areas in Xinjiang (shortened as"the classes"in the thesis) has set a new mode of education, from which students from enormous rural areas, especially those from remote areas benefit the most. However, there might appear certain mal-adaptations among those students when they live and study far away from their parents, and have to confront a different environment, a regrouping of their class as well as the change of their way of study. Their behavior on the campus will bring an immediate consequence to the overall development of the school and to the comprehensive improvement of the society. Therefore, it is of great significance to study the learning adaptability of the students in"the classes".The researcher employs some related theories of psychology, pedagogy and minority education, and conducts a questionnaire and interviews to probe the learning adaptability of the minority students in"the classes". The research aims at helping the administrative educational department better guide the operation of the"classes", helping teachers better instruct students in"the classes"and helping parents better learn the performance of their children in"the classes".The thesis consists of four parts. Part one relates the background and motive of choosing the topic, the literature review on both foreign and domestic studies as well as a detailed introduction to the purpose and method of the study. Part two and three are the core of the study. In part two, students in"the classes"are asked to complete a questionnaire, followed with an interview. The data collected from the questionnaire and the interview is analyzed, with the findings that the learning adaptability of the students in"the classes"is generally better than that of the national level. The students still have adaptation problems in dealing with the relationship with their teachers, independency and mentality. There is a tendency that students from Grade one and Grade three are with poorer learning adaptability than those from Grade two. The learning adaptability of minority students in a minority class is better than that of minority students in a Han nationality class. There appears no significant gender difference in learning adaptability in"the classes". Reflections and discussions on the findings of the study are elaborated in Part three. In the researcher's eyes, there are social factors combined with individual factors as to the learning adaptability of students in"the classes"being better than that of the national level. There are macro-factors as well as micro-factors in regards to their problems in learning adaptability. Although minority students in minority classes remain in an unfavorable language environment, their positive adaptability lays a solid foundation to their better adaptation to their performance in"the classes". Part four presents some corresponding measures on how to improve their learning adaptability in three aspects: the school, the teacher and the student respectively, in hope that the study may offer any instructive reference to some further development of"the classes".