The Research About The Influence Of Expand Training To The Ability Of Social Adaptation

The rapid development of social economy, but it has also exposed a part of the socialproblems, psychological health problems of college students are one of them. Now thesegenerations of students are “90hou”, most of them are the only children in the family, nohardships at home, always growing up in parents’ tender care. These students not only comefrom the city, with the gap between the urban and rural gradually become smaller, more andmore students from the rural areas appear this kind of phenomenon, this part of students in theschool performance in a self as the center, the thin collective consciousness, addict network,often hanged division, and can even be demoted dropped out; And part of students aftergraduation from the university to the social life, work and don’t adapt, not handleinterpersonal relationships. To these problems of university teachers must have a profoundunderstanding of, can take corresponding measures, so as to change this phenomenon. In thecollege students’ life and learning to deepen the understanding and care for them, and in theclass especially sports courses, conscious to strengthen students’ team consciousness of studyand help to the improvement of college students’ social adaptation ability.This article through the literature material method, experimental method, questionnaireinvestigation method, mathematical statistics method, the sports course join part in the contentof the expanding training on college students’ social adaptation ability influence, through theteaching experiment of classes and that in comparative classes and the university classcohesion questionnaire "and" social adaptability questionnaire of measured before and afterthe experiment of college students of class cohesion and social adaptation ability, withmatching sample t-test, correlation analysis and regression analysis, intermediary effectinspection and the statistical method to original data analysis conclusion: through the training,student’s sports scores have been significantly improved, and the result to have classes that incomparative classes significant difference. Expanding training can improve students’ socialability and group cohesion, and that in comparative classes than before and after contrastsignificant difference, thus finally affect the final result. From the point of view of the twovariables, the three for positive correlation between, social adaptation ability enhancement,the corresponding class cohesion and expanding training high also, class cohesion enhancement and expanding training have been improved. Class cohesion in social adaptationand expanding training played a part of the intermediary,. Social adaptation ability theenhancement can influence the final training changes, and social adaptation ability and classcohesion both supplement each other, social adaptation ability enhancement will increase thecohesion of the class, and eventually led to the improvement of expanding training. Students’group cohesion have been significantly improved, and social adaptation ability also have beensignificantly improved.This article investigates the influence of outward bound added to PE course on the sportingscores, the class cohesion, social adaptability for the college students and the class cohesion’seffects on social adaptability, based on the literature material method, experimental method,questionnaire investigation method, mathematical statistics method. Through the experimentsas well as Questionnaire on Class Cohesion in Colleges and Questionnaire on SocialAdaptability targeting on the experimental class and control class, the following conclusionscan be reached based on the statistics and such statistical method as T test of paired samples,correlation analysis, regression analysis and intermediary effects test.(1) The sporting score of the experimental class is84.28±6.66, which is higher than that of thecontrol class,80.14±5.91. A distinct difference can be shown.(2) Organizational identification, management support, interpersonal concordance and teamperformance in the class cohesion of the experimental class are27.63±2.75、23.13±2.71、26.35±2.62、17.00±2.14, respectively higher than those of the control class:24.61±4.93、21.93±2.99、25.18±4.64、15.96±3.40. The differences are obvious (T values are-1.232、-1.207、-2.076、-1.894, while P values are0.01、0.02、0.03、0.02).(3) Warmth, responsibility, social admissibility and flexibility in the social adaptability of theexperimental class are47.63±5.69、20.68±4.26、14.62±2.39、11.16±3.28, respectively higherthan those of the control class:45.16±6.02、18.93±4.91、13.04±2.95、10.68±2.49. Thedifferences are obvious (T values are-1.7、-2.58、-3.75、-0.88, while P values are0.00、0.01、0.04、0.03).(4) Outward bound’s direct effect on social adaptability is0.79, among which0.21is obtainedby the class cohesion as an intermediary.Conclusions: (1) Outward bound can improve the college students’ sporting scores significantly.(2) Outward bound can improve the college students’ group cohesion significantly.(3) Outward bound can improve the college students’ social adaptability directly andsignificantly.(4) Group cohesion plays a role of intermediary in terms of social adaptability.