A Study On The Relationship And Intervention Between Academic Emotion And Academic Adaptation Of Chinese-difficult Students In Middle Primary School

Primary school is the first stage for children to receive formal education,and it is also the most important part of the nine-year basic education.In this period,for children with poor learning ability and learning difficulties,faced with changes in learning and academic failure at this stage,it is easy to have no time to adapt,resulting in poor academic adaptation,and accompanied by academic emotional distress.In terms of Chinese,students' quality formed in Chinese learning is the basis for learning other courses well,as well as the basis for all-round development and lifelong development.The third and fourth grade is the key period for the formation of good behavior.If the problem of Chinese learning difficulties in this stage cannot be solved or improved in time,it may directly affect the development of subsequent education,bring a series of academic burden to students,and then cause many psychological problems.Therefore,the academic emotional problems and the academic adaptation problems of the students with difficulty in Chinese learning in the middle of primary school are particularly important.In this study,the revised and improved "Third and Fourth Grade Students Chinese Academic Emotion Questionnaire" and "Chinese Learning Adaptation Questionnaire" were used to investigate the current situation and characteristics of academic emotions and academic adaptation of the third and fourth grade students with Chinese learning difficulties in a primary school in Changzhou,to explore the relationship between the two,and to improve academic adaptation through group counseling of academic emotions for the students with learning difficulties.The results showed that:(1)There was no significant difference in academic emotion among the third and fourth grade students with Chinese learning difficulties;In terms of gender,positive high arousal and positive low arousal dimensions had significant differences;There were significant differences in academic emotion between poor students and excellent students in the middle of primary school.(2)There were significant differences in the dimensions of learning attitude,teaching method and the total scores of academic adaptation of the third and fourth grade students with Chinese learning difficulties.In terms of gender,there were significant differences in learning attitude,teaching method,learning technology,home environment,school environment,independence,perseverance dimension and total score of academic adaptation.There were significant differences in academic adaptation between poor students and excellent students in the middle of primary school.(3)The positive high arousal and the positive low arousal were positively correlated with academic adaptation.Negative high arousal and negative low arousal were negatively correlated with academic adaptation.(4)Negative high arousal had a significant negative predictive effect on academic adjustment,while positive high arousal and positive low arousal had a significant positive predictive effect on academic adjustment.(5)Under the intervention of group counseling,there were significant differences between positive high arousal and negative high arousal tests of academic emotion in the experimental group,as well as significant differences between the overall level of academic adaptation and the dimension of learning attitude and teaching method.Both academic emotion and academic adaptation were significantly improved.The conclusions are as follows:(1)There are some differences in academic emotion and academic adaptation between the third grade and fourth grade students with Chinese learning difficulties,which are significantly different from those of the excellent students;(2)There is a significant correlation between academic emotion and academic adjustment,and academic emotion can predict academic adjustment;(3)To some extent,group counseling activities can improve the academic emotions of students with learning difficulties and enhance their academic adaptation.