A Research On First Graders' Adaption To Chinese Learning

Nowadays, students of middle and primary school are under great pressure, therefore, they are becoming more and more nervous, anxious and terrified. What is worse, this kind of pressure are appearing a younger age trend. Learning Chinese is one of the most important tasks for first graders, and whether they've adapted to Chinese learning or not will exert a direct impact on their learning interest, state, ability and academic performance, etc.Questionnaires and interviews were conducted in selected urban and town primary schools within Kunshan area to get a better understanding of students'Chinese learning state after they entered the school for about one month. This research was conducted around following aspects: 1, First graders'adaption to Chinese learning in a month with the heaviest learning tasks, including their Listen, Speak, Read & Write state in Chinese learning; 2, The preparation work made both by parents and teachers for students'new entry; 3, A number of factors, including teacher's personality, teaching characteristics, etc., that influence first graders'Chinese learning. The statistical analysis results together what have been concluded from interviews indicate that some factors related to school and family, including personality characteristic, educational attitude, teaching way and education concept of teachers, the relationship between classmates, school readiness for children provided by their families and education concept of parents, will affect students'adaption to learning Chinese, and students'adaption to learning Chinese can exert an influence on their adaption to being at school.Based on some key findings from this survey, some theoretical strategies with regard to improving first graders'adaption to Chinese learning within their first month at school have been developed so as to form an Eustress state, which can provide effective help for both school and family.