A Research On The Status Of First-Grade Students’ Adaptation To Class Environment

Primary education is the initial stage of compulsory education,the beginning of students’ acceptance of formal school education,as well as a very particular stage in the students’ developmental process.If students are able to adapt to the educational environment of the school,They will have positive performances on academic and social achievements.In recent years,the state and local governments have paid more attention to the entrance adaptation of first-grade students,and introduced a series of policies and added entrance adaptation education into the first-year education plan.Among them,the policy of "setting the first semester of the first year as the entrance adaptation period" was fully implemented in the autumn semester of 2022.The research focuses on the perspective of first-grade students’ adaptation to the primary school class environment,and explores the current situation of first-grade students’ adaptation to the class environment.On the basis of referring to the existing research about entrance adaptation and class environment,this research constructs and improves the framework of the theory of students’ adaptation to class environment: it is students spontaneously adjust their own behavior to maintain the balance between themselves and the new educational environment and integrate into the new environment when they enter the school and meet the new class environment,Specifically,it contains the adaptation to class physical environment,social and psychological environment.In this study,the students in the first grade of an elementary school in Shanghai were studied,and their adaptation to class environment was discussed.This study also widely collect the evaluation and feedback of teachers and parents on the adaptation of first-grade students to the class environment by questionnaire,interview and case study.To explore their adaptation to class environment,their maladjusted behaviors and emotions,to analyze the problems and causes of typical students in the adaptation to class environment,and finally propose corresponding solutions.The study finds that first-grade students adapt to the class environment is in good shape,but some students still have the following problems:(1)lack of interpersonal skills and initiative;(2)fuzzy understanding of discipline and norms,poor self-control;(3)The attention of learning process is scattered and the persistence is insufficient;(4)self-care ability needs to be improved;(5)poor performance in collective activities and poor participation.Therefore,this research integrates teacher questionnaires,interviews,individual cases observed in educational practice to analyze the causes of the problems on firstgrade students’ adaptation to class environment.Concretely,the reasons for the above problems are: the characteristics of individual physical and mental development;the inappropriate concept of family education,the singleness of school education as well as the misleading of educational atmosphere.Based on the above problems and analysis,with the goal of slowing the slope of environmental change and helping children successfully transition from kindergarten to elementary school.The author proposes effective strategies to improve the adaptability of first-grade students from four perspective: students,schools,families and society.First,students should improve self-analysis ability and establish positive self-awareness.Second,schools should strengthen the awareness of the primary responsibility in education and implement education scientifically.Third,parents should correct the concept of education about exceeding the standard and they should pay full attention to environmental adaptation.Fourth,relevant social educational institutions should improve the education security work and deploy policy mechanism.The researcher hopes to form an adaptive education situation of "student-centered,twoparty driven,two-party close,multi-party education" through the above strategies,and improve the first-grade students’ adaptability to the class environment.