中小学生学校适应的理论模型与反思  

Primary and Secondary School Adjustment Theoretical Models and Reflection

作　　者：张婵[1] 盖笑松[1] 

机构地区：[1]教育部人文社会科学重点研究基地东北师范大学农村教育研究所,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2011年第3期172-175,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部人文社会科学重点研究基地重大研究项目招标课题(08JJD880243)

摘　　要：中小学生学校适应不仅包括学业适应,还包括社会性适应与行为适应,对其成年后发展具有重要影响,但是当前学校适应理论模型仍有不足之处。未来中小学学校适应研究需要系统分析学校适应内容、建构体现背景变化和学生发展,并且既能够对问题儿童进行筛查,也能够对儿童积极发展状况进行评估的学校适应理论模型,以实现客观反映儿童学校适应状况。Primary and Secondary school adjustment combine academic,social and behavioral adjustments,which impact a lot of the development of their post-maturity life.However,there are still some shortcomings in school adjustment theoretical models.The study on the adjustments in secondary and primary schools requires us to systematically analyse the school adjustment content,and build a school adjustment model,which could reflect the background changing and students＇ development,screen out the problem children,and evaluate children＇s positive development,so that the situation of school adjustment could be objectively realized.

关 键 词：学校适应 儿童 青少年 理论模型 

分 类 号：G44[哲学宗教—心理学]