A Study On School Adaptation Of Korean Junior Middle School Students From The Perspective Of Thinking Style And Parental Rearing Style

School adaptation is not only an important indicator of junior high school students’mental health level,but also plays an important role in their future development.Through consulting the literature,we find that the influencing factors of school adaptation include:culture(family culture and social culture),social interaction(social life events,interpersonal communication),students’ attributes(gender,grade,personality characteristics)and class performance,among which family culture and class performance have the greatest impact on school adaptation of junior high school students.For most junior high school students,the core of family culture is mainly reflected in their parents’upbringing mode,and the impact of school performance of junior high school students is not only the increase of curriculum content and difficulty.Considering that the current training of junior high school students in our country is still based on school performance as the main criterion,the impact of class performance on school adaptation of junior high school students can not be underestimated.However,when an individual enters junior high school,it is not only the difficulty of the course,but also the richness and leapfrogging degree of the subject content that affect the achievement of the course.This leads to a phenomenon that even though students are studying hard,their achievements may only be reflected in the achievements of some disciplines,but they are not so good in other disciplines.After consulting the literature,it is found that this phenomenon has a great relationship with students’thinking style.Therefore,this paper chooses two variables of parenting style and thinking style(parenting style as independent variable,thinking style as intermediary variable)to study school adaptation of Korean junior high school students.By sorting out the literature,it is found that there are few studies on school adaptation of minority junior middle school students.By discussing the relationship between thinking style,parenting style and school adaptation of Korean junior middle school students,it is of great theoretical and practical significance to master the characteristics of thinking style and parenting style of Korean junior middle school students and to improve the school adaptation level of Korean junior middle school students.In Yanji S Middle School,290 junior high school students were randomly selected as the research objects.Through the parenting style questionnaire,thinking style questionnaire(short version),school adaptation questionnaire and interview method,the status quo and existing problems of Korean junior high school students’ school adaptation,thinking style and parenting style were analyzed.The following conclusions were drawn:1.Korean junior high school students have a general level of school adaptation,and are poorly adapted to their schoolwork and peer relationship.The main reasons are:Korean junior high school students have a biased understanding of failure,lack of interpersonal skills,and teachers’ expectations are too high.2.The school adaptation of Korean junior high school students shows the law of first falling and then rising in grade.The school adaptation level of junior high school students is the lowest.The main reasons are:most of junior high school students enter adolescence and act impulsively;the content and difficulty of the course of junior high school students are obviously expanded and improved compared with that of junior high school students,and the psychology of junior high school students on the subject of "school adaptation" is also the lowest.The health curriculum lacks systematicness and coherence.3.Influenced by the Korean open and happy culture and the continuous improvement of their self-consciousness,Korean junior middle school students tend to use legislative,law enforcement,extroversion and radical thinking styles,and less local,authoritarian and global thinking styles.Global and introverted thinking styles are not conducive to students’ school adaptation,that is,students who do not like to deal with details and do tasks independently but do not pay much attention to the outside world have poor school adaptation.4.Although the Korean parents’ upbringing style is mainly emotional warmth,the Korean parents’ upbringing attitude is more contradictory than that of the Han parents because of the influence of the Korean educational culture of emphasizing religion and worshipping Confucianism and the long-term separation of parents and children.The poor quality of communication between parents and children leads to the general level of school adaptation of Korean junior middle school students’ children.5.There is a selective correlation between Korean parents’ upbringing style,thinking style and school adaptation.Legislative and global thinking styles play a part of intermediary role in parents’ upbringing style and school adaptation.From this,the following suggestions are made:1.Teachers should pay attention to the cultivation of students’ viewpoint-taking ability and social problem-solving ability,grasp the students’ learning level,put forward the curriculum requirements suitable for students’ level and consider students’ ability from a multi-dimensional perspective,strengthen students’anti-frustration education and improve students’ school adaptation level.2.By setting up flexible and diverse teaching modes,schools should strengthen the construction of mental health education,properly alleviate the pressure of schoolwork in the second grade of junior middle school and strengthen the cooperation between home and school,so as to improve the school adaptation level of the second grade students.3.Teachers attach importance to the role of thinking style in teaching,master the training methods of different thinking styles,and develop multiple teaching styles to cultivate students’ thinking styles.At the same time,through the development of cooperative themes of mental health courses,the assignment of moderately difficult tasks that need careful observation can be completed to improve the school adaptation of junior high school students.4.The Korean parents who have been working for a long time should improve the frequency and quality of communication with their children,improve the communication mode between parents and children,form a unified attitude towards family upbringing,and improve the school adaptation level of Korean junior middle school students.5.Korean parents should strengthen their emotional and warm family upbringing,attach importance to role models,set moderately difficult but carefully oriented problems,and cultivate their children’s thinking ability to deal with details,so as to improve their children’s school adaptation level.