Соціально-педагогічні особливості адаптації студентів до умов навчання у вищому навчальному закладі
Вантажиться...
Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
Анотація
Cхарактеризовано ознаки соціальної адаптації студентів. Проаналізовано сутнісні особливості адаптації студентів-першокурсників у вищих навчальних закладах ІІІ–ІV рівнів акредитації. З’ясовано, що умови навчання у вищому закладі освіти істотно відрізняються від умов навчання в загальноосвітній школі: системою викладання й контролю за навчанням; змістом і обсягом навчальної інформації; вимогами, що ставляться до учнів шкіл і студентів та рівнем їхньої відповідальності за успішність навчання; іншим рівнем стосунків з викладачами, порівняно зі шкільними учителями; відмінністю студентського мікросередовища та спілкування від шкільного; необхідністю самостійної організації побуту. Досліджено реальну ситуацію адаптаційного процесу серед студентів першого курсу. Здійснено пошук оптимальних шляхів забезпечення соціально-педагогічної підтримки першокурсників.
The characteristic features of social adaptation of students are revealed. Social adaptation of the students is treated as a process of assimilation of young man standards of a student life, complying with the rules of the educational process, including the system of interpersonal relations group. The analysis of the essential features of the adaptation of the first-year students in higher educational institutions of III–IV accreditation levels is given. The actual situation of the adaptation process among freshmen is investigated. Overall, the results of the research of the problems of social adaptation of teaching the first-year students of the Institute of East European National University of Lesya Ukrainka shown that the learning environment in higher educational establishments are significantly different from the learning environment in secondary school. The differences are in the system of teaching and learning control, the content and scope of training information, requirements that relate to schools and students, their level of responsibility for the success of the training, adult and business relationships with the teachers than with the school teachers, student differences and micro-communication from the school, the need for self-generated items. In higher educational institution the student meets the expectations of individual behavior, self-determination. Such a drastic change in the life situation requires break of certain stereotypes of behavior and the development of new ways to solve the problems in the learning activity, communication, life. The study showed that the students dominated the average adaptation (62%), indicating a substantial adaptive capacity of freshmen. A high level of social adaptation managed to reach only 16% of the students. At the same time one of five first-year students is inherent low adaptability. Different levels of adaptation of first year students is due to the influence of a large number of factors, which are divided into two groups: objective and subjective. In the first year should be made quite considerable work to expand the system of social and educational measures to facilitate the adaptation of subjects learning to learning in higher educational establishment. The author conducted to find optimal ways of providing social and educational support freshmen.
The characteristic features of social adaptation of students are revealed. Social adaptation of the students is treated as a process of assimilation of young man standards of a student life, complying with the rules of the educational process, including the system of interpersonal relations group. The analysis of the essential features of the adaptation of the first-year students in higher educational institutions of III–IV accreditation levels is given. The actual situation of the adaptation process among freshmen is investigated. Overall, the results of the research of the problems of social adaptation of teaching the first-year students of the Institute of East European National University of Lesya Ukrainka shown that the learning environment in higher educational establishments are significantly different from the learning environment in secondary school. The differences are in the system of teaching and learning control, the content and scope of training information, requirements that relate to schools and students, their level of responsibility for the success of the training, adult and business relationships with the teachers than with the school teachers, student differences and micro-communication from the school, the need for self-generated items. In higher educational institution the student meets the expectations of individual behavior, self-determination. Such a drastic change in the life situation requires break of certain stereotypes of behavior and the development of new ways to solve the problems in the learning activity, communication, life. The study showed that the students dominated the average adaptation (62%), indicating a substantial adaptive capacity of freshmen. A high level of social adaptation managed to reach only 16% of the students. At the same time one of five first-year students is inherent low adaptability. Different levels of adaptation of first year students is due to the influence of a large number of factors, which are divided into two groups: objective and subjective. In the first year should be made quite considerable work to expand the system of social and educational measures to facilitate the adaptation of subjects learning to learning in higher educational establishment. The author conducted to find optimal ways of providing social and educational support freshmen.
Опис
Ключові слова
адаптація, соціальна адаптація, адаптивна ситуація, адаптованість, рівні адаптованості, фактори адаптації, соціально-педагогічна підтримка, adaptation, social adaptation, adaptive situation, adapt, adaptation level, adaptation factors, socio-pedagogical support
Бібліографічний опис
Лякішева, А. В. Соціально-педагогічні особливості адаптації студентів до умов навчання у вищому навчальному закладі [Текст] / А. В. Лякішева, Л. К. Грицюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 2 (36). – С. 65–74.