Conditions for the pedagogical adaptation of students to university studies

Since the first days of being in high school students face various difficulties. These difficulties are differentiated into objective and subjective. Objective are those that are determined by the external environment and the conditions of the educational institution, to which students can not directly influence, to subjective ones - the difficulties that are inherent in each student individually and which he can overcome himself, based on his value orientations, goals and life experience .

All difficulties can be combined into three groups: didactic, socio-psychological, professional. Didactic difficulties are associated with overcoming the novelty in the learning process: new requirements for students in tests and examinations, new methods and forms of organization of educational and scientific work. Mastering the curriculum of the university requires the student to be able to work independently, think, comprehend the teaching material, perceive the new, assimilate it and be able to apply it in practice. For the university is characterized by the frequency of monitoring students' knowledge (in contrast to school continuity), the decisive importance is the regular examinations and examinations in all disciplines of the curriculum. Practices of intermediate knowledge testing are also practiced: seminars, practical and laboratory sessions, modules and individual interviews. Particular importance during the period of adaptation is experiencing difficulties associated with the transition to forms of higher education.

In particular, the need to note lectures, the complexity of practical and seminar activities, increase the volume of independent study work, change the survey system and monitor progress. The novelty of the didactic environment largely depreciates the methods of learning the material acquired in school. Trying to compensate for this with carefulness does not always lead to success. And it takes a lot of time for the student to acquire new skills that are adequate to the forms and methods of teaching the higher education institution. All this happens in every student individually and gradually, in an everyday, persistent and systematic work.

Socio-psychological difficulties are connected with the individual's joining the student body: the conditions of life, the environment of people, the norms of behavior in the team, the mode of activity, the style of interpersonal relations in the group, the course, the faculty, the novelty of the big city and the features of life in the new, completely changed from the generally accepted , Conditions, the need for independent budget management and overcoming various material difficulties, the need for self-service, rational use and distribution of time.

All of the above largely affects the nervous system, changes the character of the young man's mental processes. Psychological unpreparedness for forms of education in a higher educational institution can contribute to the gradual accumulation of mental, mental fatigue, weakens attention, memory, thinking, will, without an optimal state of which successful teaching is impossible.

Professional difficulties are associated with mastering the chosen specialty: the ability to see the pedagogical focus of the learning process, the awareness of the need to learn to work with people of different ages, acquire organizational skills, combine academic, research and social work.

Studying the general and individual tendencies of changing psychological indicators in the process of adaptation, the scientists came to the conclusion that the formation of adaptive mechanisms among first-year students occurs in several stages. For the initial phase is characterized by the activation of mental processes, when even after a significant training load indicators usually grow. This should be seen as a response of the body to new conditions of existence. Each student's adaptation time is individual, but mainly in the middle of the first semester this stage ends. The next stage is characterized by the formation of a new dynamic stereotype and the development of mental processes at a new qualitative level. However, adaptive mechanisms during this period are not very stable, they cause significant fluctuations in mental processes, even among students with high academic achievement. This stage usually ends in the middle of the second semester.

The third stage can be considered as the onset of a period of sustainable adaptation, when the formation of adaptive mechanisms and a new dynamic stereotype is largely completed. Scientific research indicates that the signs of successful adaptation of students in the university (stabilization of success, reducing fatigue, high level of independence, initiative, active participation in research and social work, the level of self-education, etc.) are at the end of the second - the beginning Third semester of training.

Investigating this problem, scientists distinguish different groups of students in relation to their different activities, as well as the way in which they are adapting. Some students are characterized by well-developed abilities, inclinations and interests. Interest in any kind of activity does not lead to one-sidedness, loss of interest in others.

These students study well, skillfully combine academic and scientific work with the public. Their professional interests are defined and cover a wide scope of future activities. Some students have a clear orientation toward narrow pedagogical activity.

They consider the study of special subjects the purpose of studying in a higher educational institution. The activities of these students are directed and subordinated to mastering a particular specialty. All interests are limited to professional tasks. They are active in public, scientific research, have certain academic achievements. Some students show considerable interest in scientific work. Try to avoid other activities as much as possible, because they are convinced that it distracts them from the chosen path. If any of these students show interest in other activities, it does so only from a developed sense of duty.

On the basis of research on this problem by many teachers, we can single out the psychological and pedagogical conditions for the positive adaptation of first-year students to higher education:

- mandatory appointment of dean's faculty of different faculties by faculty-curators of first-year student groups, as much as possible tried to create conditions for psychological comfort for students in the group;

- in case of impossibility of the activity of instructors-curators, the duties of facilitating the conditions of adaptation should be placed on the deputy dean or senior lecturers ;

- organization of systematic individual and individual group discussions with first-year students on the problems of familiarization and adaptation to the conditions of life, the organization of the educational process and social life in the conditions of the new educational institution (a clear familiarization with the norms and rules of behavior in the new educational institution, with various Forms of organization of the educational process in the highest rapid institution and various approaches to the system of assessing students' knowledge, etc.);

- study the real needs of students related to teaching, leisure and new living conditions;

- to contribute to the organization of various educational activities, in the process of which to correct behavior, in particular, to develop the student's confidence in himself, the ability to lead naturally among others.

Mastering the process of personal adaptation, in our opinion, will ensure successful activity of university teachers in this direction and will contribute to the development of their creativity and mastery.

Knowledge of the basics of psychological and pedagogical analysis of the effectiveness of the system of upbringing and adaptation, diagnosis of the social environment, the individual, the collective, social and legal protection, health care allows teachers to work purposefully depending on the state of education, the social environment in which freshmen are.

Under the influx of purposeful work in the school, and also as a result of active self-education, most students by the end of the first semester are mostly accustomed to new living conditions and academic work, achieving high rates for various activities.