The School-Attending Learning Adaptability Of Students In Junior Middle School And The Research Of Its Intervention

The school-attending learning adaptability is not only a common mental health of students in junior middle school, but also a knotty problem which has direct affect on our junior education. In the junior middle school, the school-attending learning adaptability has been puzzling teachers and students, therefore how to scientifically diagnose and evaluate the school-attending learning adaptability and provide them scientific and efficient instruction by which promote their learning efficiency, are the vital subjects which have to be settled urgently.This research interviewed 35 students and 12 teachers of junior middle school. On the basis of interview, we discussed the main performance and the structure of the school-attending learning adaptability. In addition, we established"The junior middle school students'school-attending learning adaptability questionnaire", with this questionnaire, the research investigates 469 junior middle-school students. We analyzed the present situation of school-attending learning adaptability of the junior middle school students, explored the intervention plan of school-attending learning adaptability of the junior middle school students. According to the investigation and the result of the intervention experiment,The research obtains the following results:1. According to the interview, we understand the school-attending learning adaptability of students in junior middle school includes four aspects: learning duty, learning skills, interpersonal environment and learning attitude.2. The questionnaire of the junior middle school students'school-attending learning adaptability has good goodness-of-fit indexes.3. The school-attending learning adaptability of the students in junior middle school is on the medium level, and good in the learning attitude, bad in interpersonal environment, between them are the learning duty and the learning skills.4. The students have difference in sexes on the learning duty and the learning attitude, has no difference in different household income; and has difference in different educational levels parents on the aspects of learning duty, interpersonal environment and learning attitude; and so does in the students whether they are the class leader or not.5. We chose the interpersonal environment and the learning skills which have negative effects on the school-attending learning adaptability of the students in junior middle school as the intervention factor is.6. After intervention, there is significant difference between experimental classes and the comparison class of the school-attending learning adaptability of the students in junior middle school.7. On the whole level of the school-attending learning adaptability of students in junior middle school, there is significant difference between the synthesis intervention and the separate intervention on the interpersonal environment and the learning skills; on the learning duty, the intervention effect has significant difference between the synthesis intervention and the learning skills intervention and the comparison class; on the interpersonal environment, the intervention effect has significant difference between the interpersonal environment intervention and the comparison class.