Research On Tibetan Pastoral Adaptation Of Primary School Boarders Themselves

This paper studies the Tibetan pastoral primary boarders self adaptability. Self-adaptation is one of the indicators of school adjustment, and the individual’s self-concept, self-awareness and self-evaluation, refers to the main role in environmental change and transformation process, the psychological adjustment of regulation and behavior demonstrated by the relatively stable state characteristics.Tibetan pastoral boarding pupils is a special group, the children began boarding life, their main living spaces from the family into the school, is a major turning point in the new environment of middle school students face severe psychological adaptation challenge. Through the existing research literature review found that the presence of primary school boarders many psychological and behavioral problems, mainly summarized as emotional loss, depression, low self-esteem, interpersonal barriers, poor habits, poor study habits, hobbies single, uncoordinated personality development etc., and children aged6to14years old this stage of the children’s psychological development and behavior is the shaping of culture, susceptible to various factors. Life after learning spaces for children boarding changes and early parental sense of trust and security establishment was interrupted, children rely on a lack of communication and emotional psychological, physical and mental development and training of their good study habits is very unfavorable. Self-adaptation is the primary boarders only way for healthy growth, mental health directly affect the students’ academic and life, good self-adaptation is the basis for primary school boarders adaptation.In this study, self-adaptation includes students’ self-understanding, self-satisfaction, students learn to adapt, whether to have confidence in their future, their level of understanding of the advantages and disadvantages, as well as stress level of the students and so on. Based on the Tibetan pastoral county Ruoergai four boarding primary school students’self-adapt Survey, comparative analysis of differences between different groups of students and the environment, propose appropriate measures to provide some reference for national regional education management boarding school. Through the collation and analysis of the literature, drawing on the basis of studies by other researchers, according to national education, developmental psychology and educational psychology, basic theory, mainly literature, questionnaires, statistical analysis and fieldwork method, select312students for the survey, the survey by the Tibetan pastoral primary boarders different groups of self-adaptation and interviews, students learn to adapt ourselves to the status quo, then put forward suggestions to improve the self-adaptation boarders.By studying the following conclusions:1Poor Tibetan pastoral primary boarders overall level of self-adapt to the various dimensions of value in the order of learning to adapt> stress levels> have the confidence> self-satisfaction> Fellowship> school life> self-understanding degrees.2Tibetan pastoral primary boarders overall level of self-adaptation boys than girls, high school students the ability to self-adapt better than younger students to learn and adapt to the level of two-dimensional stress scores were elevated with grade gradual upward trend. Young boarders least able to adapt themselves, showing average boarding time increases with a gradual upward trend.3Boarders of different family structures exist in the school of life satisfaction and self-adaptation obvious difference, the only child of self-adaptation level lower than one child, two children’s self-adapt to the highest level.4Different families of students in education have the confidence, the presence of school life, self-satisfaction, peer relationships, and learning to adapt to significant differences in terms of understanding the way home education student tolerant self-adapt to the overall level of education was significantly higher than the other.5Good intimate relationship between teachers and students’self-adapt to the overall level of higher than normal, not like the teacher-student relationship.Tibetan pastoral primary boarders poor overall level of self-adaptation, directly affect the physical and mental development of students and schools the ability to adapt and improve pastoral Tibetan primary school boarders need to start from the level of self-adapt to multiple levels of society, schools, teachers, parents, etc., cooperation research to solve the Tibetan ethnic areas primary pastoral and psychological problems and boarders to explore the development of an effective model of ethnic boarding schools in the region.