Theme: Adapting and developing materials for B1 level learners contents introduction chapter psychological analysis of the problem of adaptation of first-year students at the stage of study at a university

Theme: Adapting and developing materials for B1 level learners
CONTENTS
INTRODUCTION………………………………………………………………...2
CHAPTER 1. PSYCHOLOGICAL ANALYSIS OF THE PROBLEM OF ADAPTATION OF FIRST-YEAR STUDENTS AT THE STAGE OF STUDY AT A UNIVERSITY……………………………………………………………....5
1.1 The psychological essence of the concept of "adaptation"……………………..5
1.2 Theoretical analysis of approaches to the problem of adaptation in the scientific literature…………………………………………………………………………….9
CHAPTER 2. ADAPTATION STUDENT PSYCHOLOGICAL PEDAGOGICAL……………………………………………………………...…15
2.1 The practice of studying the problems of adaptation of first-year students to the conditions of the university………………………………………………………..15
2.2 Forms of psychological and pedagogical support for first-year students at the stage of adaptation to study at a university………………………………………...18
CONCLUSION…………………………………………………………………..24
BIBLIOGRAPHY………………………………………………………………..27

INTRODUCTION
Today, the problem of adaptation and self-adaptation of the personality, the formation of its social and professional identity is becoming extraordinarily actual. The problem of adaptation of students in the first year at the university is today in the focus of attention of many researchers and practitioners working in the field of education. This is evidenced by a large number of published articles, manuals, dissertations.
Freshmen lack the various skills and abilities that are necessary at the university to successfully master the program. Attempts to compensate for this by perseverance do not always lead to success. It takes a long time before the student adapts to the conditions of study at the institute. For many, this comes at too high a cost. Hence the low progress in the first year and the large dropout on the results of the session. Adapting to new conditions requires a lot of strength, which causes significant differences in the activities and learning outcomes at school and college. One of the reasons for the low rate of adaptation of students is the inconsistency in the pedagogical interaction between the teacher and the student in the organization of teaching methods.
In itself, adaptation is a prerequisite for vigorous activity and a necessary condition for its activity. This is the positive value of adaptation for the successful functioning of the individual in a particular social role. Adaptive ability is understood as the ability of a person to adapt to various requirements (social and physical) of the environment without feeling internal discomfort and without conflict with the environment.
Difficulties in adaptation are nothing more than difficulties in combining the efforts of a teacher and a student in organizing teaching methods.
Successful adaptation of students can be seen as their inclusion:
in a new social environment;
in the educational and cognitive process;
into a new system of relations.
Former schoolchildren entering the university are only on the way to self-determination. Many have consciously chosen a specialty in which they would like to get an education and work in the future, but there are also those whose life plans are not defined. It depends on how the individual will be introduced to the new conditions of entering the social environment, how difficulties will be overcome in acquiring professional skills (in the absence of independent work skills), it depends on how students develop the ability to find ways of self-realization not only within the profession, but also outside her. On the basis of these skills, personal and professional growth will be built in the future, life plans will be formed.
Today, the problem of adaptation and self-adaptation of the personality, the formation of its social and professional identity is becoming extraordinarily actual.
In the pedagogical literature, the problem of accompanying the adaptation process was considered by M.R. Bityanova, K.Yu. Grachev, V.C. Kagerman, L.I. Kokhanovich, V.A. Komarov, B.A. Karakovsky, L.P. Lazareva, A.P. Tryapitsina, OE Shafranova and others, as a system of professional activity of a psychologist, teacher, aimed at creating socio-psychological conditions for successful learning, self-determination and psychological development in situations of interaction in the learning process [24].
However, the practical aspect of implementing the task of the problem of adaptation of the personality of a first-year student remains insufficiently disclosed, since many points of view are rapidly changing, the younger student generation is relatively changing, and the technology of work of teachers should change accordingly [31].
In view of the above, the choice of the research topic was made.