A Status Intervention Of Leaening Adaptability Among The Poor Students In Rural High School

Learning, as one of the most important activities in high school students,always gains much attention. It can increase students’ knowledge,develop their skills, and promote their physical and mental health. It is the main content of quality education today to learn to think,to learn accommodative,to learn independently, and to learn happily. Learning adaptability is an important index to measure the learning effect, on the individual. Levels of learning adaptability affects learning effect, and also affects the physical and mental health. It is mainly for urban school on learning adaptability research in the past. It is less for poor students in rural high schools. It is a very inadequate research to improve the students learning adaptability of the psychological guidance in learning. The subjects are 92 poor students on first-grade in a rural high school in Chang De city of Hu Nan province. The design includes a experimental group and a control group- before test after test in this research. On the basis of normal school education, there are fourteen times intervention of the psychological guidance in learning for the experimental group, in order to enhance learning motivation, to improve learning methods, to change earning environment and to enhance learning effect. After using the intervention process, I compare the results of the learning adaptability:1. Defective rate is 70.7% on learning adaptability among the poor students in rural high school. The main characteristics about bad learning adaptability are being lower than the national levels on the subscales in learning attitude, learning technology, learning environment, the physical and mental health, and the total table in learning adaptability.2. Scores of the poor students in rural high school were significantly lower than these of poor students in Li Zhi Class. The scores of the total table on learning adaptability are lower and the scores of subscales in learning attitude, learning environment and health of body and mind are also lower.3. Scores of the poor students in rural high school were significantly lower than these of the non-poor students in rural high school. The scores of the total table on learning adaptability are lower and the scores of subscales in learning technology, learning environment and health of body and mind are also lower.4. After using the model of the group guidance in class, we find that measuring difference is significant between the experimental group and the done controlled group. Total table(F=27.343, p=0.000).Learning attitude(F=7.729, p=0.007), learning technology(F=18.848, p=0.000), the learning environment(F=14.161,p=0.000), the physical and mental health(F=12.023,p=0.001)Conclusions about the research:1. Learning adaptability is lower among poor students in rural high school, and it is not balanced.2. The learning situation and the economic level of rural students’ families are important influencing factors about the learning adaptability for the poor students in rural high school.3. The psychological guidance in learning with group guidance in class has an obvious impact on the learning adaptability among the poor students in rural high school.