An Investigation Study On The Learning Adaptation For Foreign Primary And Secondary Students In China

As the fastest-growing prefecture-level city in China,Suzhou is favored by many non-Chinese ethnic groups,and more and more foreign families choose to settle in Suzhou,and the ensuing education of their children has attracted attention.At present,most of the research on study abroad education still stays in the field of university international student education.At present,there is less attention paid to the education of foreigners' children.This study is based on questionnaire data analysis and supplemented by interviews to reveal the current learning adaptation status,existing problems.What's more,what personal elements are related to their adaptation through demography,and then propose targeted improvement measures.As an empirical study,this paper takes foreign primary and secondary school students in Suzhou as the object.Combined with this research topic,a new definition of "learning adaptation for foreign children" is made,and its three dimensions are interpreted: personal level,school level and interpersonal level.On this basis,the current learning adaptation is analyzed.The research draws on the research results of predecessors to compile the "Learning Adaptation Scale for Foreign Primary and Secondary School Students in China" and completes the interview outline of "Learning Adaptation of Foreign Primary and Secondary School Students in China".Data analysis through the statistical software SPSS,the conclusions are as follows: From the overall point of view,the learning adaptation of foreign primary and secondary school students in China is average.Besides,those students have the best interpersonal and school-level adaptations,while the individual level has the worst adaptation.The main problems include failure to master effective learning methods,anxiety due to academic pressure,and poor adaptation to Chinese teachers' classroom models and teaching styles.For the seven individual influencing factors,the study proves that the four individual factors such as the time,Chinese proficiency,age and school segment of learning Chinese have certain differences in the learning adaptation of those students in China.While gender,region,and experience abroad will not make a big difference in the learning and adaptation of those foreign children.Finally,according to the school management level,it is proposed to improve teachers' cross-cultural communication ability and carry out psychological counseling;At the level of teacher education,it is proposed to improve the teaching mode and teaching style;the parent education level proposes to guide children's learning and psychological adjustment;students adjust themselves to improve their learning ability,find effective learning methods,and adjust their own mentality.It is hoped that through these effective measures,these foreign primary and secondary school students who come to China can better adapt to their study and life in China.