The determining stage of experimental verification of the first-year language faculty Pedagogical University students’ adaptation model
A. V. Govorushenko
Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: determiing stage, adaptation, adaptability, experimental work, foreign language, education, training
Abstract
Introduction. The students` adaptation to the educational process at the university is the most important stage in student life, because the further education of a young person, his success, and the future depend on its success. Therefore, many researchers pay attention to this problem. We have developed a model for the adaptation of the first-year students of the Language faculty of the Pedagogical University. To verify the effectiveness of the model we have developed, it is necessary to determine the initial indicators of the adaptability level of the first-year students and conduct an input diagnosis. In this article, we will present the results of the ascertaining stage of experimental work to verify the effectiveness of this model. Methodology. When building the model, we used competence-based, systemic and personal-activity approaches, as well as the principles of continuity and constancy of the adaptation process, progressiveness, perspective, consistency. Also, for conducting experimental work, we have developed a criterion-assessment apparatus and the levels of adaptation of first-year students. Discussion. In this study, we present the results of the ascertaining stage of experimental work to test the effectiveness of the adaptation model of the first year of the Language faculty of the Pedagogical University, during which the primary diagnosis of students’ adaptability and an introductory questionnaire were conducted. The experimental work was organized on the basis of the Faculty of Foreign Languages (FFL) of the Novosibirsk State Pedagogical University (NSPU). Experimental research base: 120 first-year students of Novosibirsk State Pedagogical University (training area: “Pedagogical education” with one and two profiles. Conclusion. The analysis and generalization of the results of the ascertaining stage of experimental work give grounds to assert that first-year students have a low level of adaptability to university studies, to the study group, and the implementation of the model of adaptation of the first-year students to university studies developed by us is capable of achieving a high level of adaptability to the educational process of the university.
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