Study On The Learning Adaptability Of Undergraduates Who Transfer Majors

As the reform of China's higher education has been deeply promoted,the substance of "Putting People First and Regarding Students as Subject"is gradually acknowledged and practiced.In order to meet students'current needs of choosing specialties themselves,various universities and colleges has established new regulations on specialty changes to ease or even lift limitations on specialty changes.However,based on late studies,many problems still exist for students who has changed their specialties especially on the field of course studying.Therefore,this research regards specialty-changed undergraduates from Year Two to Year Four as main study object and applies to questionnaires and interviews methods to study the adaptation problem of specialty-changed students in University ofZ.Content of this research includes:first,to study relative policies and basic situation of major changers in University of Z;second,to research major changers' adaptive situation from perspectives of study content,study methods,teaching methods and study environment;third,to conclude major changers' existing problems and therefore to discuss their formation reasons by studying specialty changing systems,specialty studying pursuit,new curriculum arrangements,campus mental health,faculty and class activities and teachers' extra concerns and so on;forth,to express opinions and make suggestions for specialty-changed undergraduates on study adaptations.Result shows that major changers are able to adapt their new study in a general range.Teaching methods ranks the top and study content ranks the last among four researched dimensions including study content,study methods,teaching methods and study environment.Female students are more likely to adapt new studies than male students.Students from higher grades are able to adapt better than those from lower grades.For first-year specialty changers,those who changed their specialties in the first semester turns out to possess a better adaptive capability than those who changed their majors in the second semester.Students with interests in new majors are better adapted to studies than those without interests.Specialty changers with objectives are better adapted than those without objectives.For specialty changers,problems like tough learning tasks,hard learnings,lower academic records,less study information,less activity participates and mental maladaptation etc.still exist.To this end this paper comes to suggest that schools should make clear credit transferring rules,implement diversified remedial curriculum plans,construct flexible specialty-change tutorial institutions,keep dormitory transfers and specialty changes in the same speed and to strengthen mental health education.For teachers,they should actively strengthen their professional role of guiding and lead students to help each other.Students should improve their understandings and treat specialty change reasonably,strengthen their interpersonal communications,integrate into classes actively,make full use of learning resources and increase learning efficiencies.