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

CHAPTER 2. ADAPTATION STUDENT PSYCHOLOGICAL PEDAGOGICAL
2.1 The practice of studying the problems of adaptation of first-year students to the conditions of the university
The admission of former schoolchildren to a university cannot but affect their inner well-being, self-confidence, calmness, inner comfort, i.e. what we often refer to as "adaptation". To understand how a freshman is adapted to the university society and, if necessary, to help is the main task of teachers.
Adaptation of a student's personality to learning is a complex, lengthy, and sometimes acute and painful process. It is due to the need to abandon the familiar, the inevitability of overcoming numerous and diverse adaptation problems and professional difficulties [7].
Psychological and age characteristics of students are characterized by emotional immaturity, openness, suggestibility, self-identification. During this period, it is the environment in which they are that is important for students. Very often, boys and girls of different social levels fall into one group, namely, provincials and city dwellers. The period of adaptation of these categories will be different [21].
According to the results of research by first-year students of the Faculty of Psychology and Social Pedagogy of the TSPI. A.P. Chekhova, T.D. Molodtsova, it was revealed as a result that the majority of students (52%) fully adapted at the university, while others (47.5%) required a special approach and closer attention. All the data indicated that they clearly have some deharmonization in relations with their main activity, not to mention two students who were completely maladjusted.
The diagnostics of first-year students' adaptation to the university society made it possible not only to identify those who need special attention, but also to determine the causes, many of which could be relatively easily eliminated [14].
A similar study was also conducted at another university with first-year students, the Institute of Textile and Light Industry. In the course of which the diagnostics showed that adaptation was not difficult and not long for 60% of first-year students, almost painlessly - for 28% of first-year students. Moreover, the latter category included students who previously studied at lyceums, gymnasiums and colleges.
I.G. Repeva believes that for a more successful adaptation of first-year students, it is necessary:
1. take into account the difficulties of adaptation of first-year students in the construction of curricula;
2. use various teaching methods that are not focused on memorizing the disciplines studied, but, first of all, on teaching students the ability to identify the main and secondary causes, consequences and other aspects of the problems being studied;
3. Conducting the course "Introduction to the specialty", within which first-year students should get a clear idea about the chosen specialty, methods and forms of training, types, submitted forms of reporting documents, organization of their content, periods for passing the current and final control of knowledge, etc. ;
4. use the system of adaptation trainings for first-year students;
5. conducting a special course "Psychology of business communication" in the first year of study, which can contribute to the formation of sustainable skills for constructive learning, the development of social competence;
7. increasing the role of the curator in the adaptation of students to the conditions of study at the university [19].
Also, one cannot ignore the research conducted at the St. Petersburg Medical College. It included a survey on the study of motivation and the question "Why did you choose a medical educational institution?" students responded as follows: 78% of first-year students chose a medical specialty because they dream of working in medical institutions; 13% of students came on the advice of friends or relatives; 9% wrote "other reason"; for 77% of students in the learning process, it is important to become a qualified specialist and gain in-depth knowledge; 23% of first-year students consider simply obtaining a diploma of education to be the most important. How successfully students adapt to the educational and cognitive process depends on: the level of intellectual development; from volitional processes; from motivation to learning.
Based on the data obtained by scientists, it was found that the motivational level of students of the new set was high for 77%. With 23% of students, additional work on professional motivation is needed [12].
Successful adaptation of students can be considered as their involvement: in a new social environment; in the educational and cognitive process; into a new relationship system.
Thus, summing up all of the above, we can conclude that timely diagnosis of adaptation problems is the condition that should have helped to implement an individual approach to these students in order to develop certain qualities in them [24].
As part of our study, I consider it necessary to describe some of the methods for studying adaptation.
For example, the methodology for studying school adaptation and maladaptation is based on the fact that the results of observing a student, analyzing the performance of school tasks by children: viewing notebooks, listening to answers in the classroom, as well as the dynamics of progress in all school subjects - are evaluated by the teacher on seven scales in accordance with the following indicators: learning activity, assimilation of program materials, behavior in the classroom, behavior at recess, relationships with classmates, attitude towards the teacher, emotions [33].
Also, the technique of "Intellectual lability" (explores the ability to quickly move from solving some tasks to performing others without making mistakes). Based on the results of this technique, it is possible to make a prediction about the success of training. Bourdon's correction test (examines concentration, volume, stability and exhaustion of attention). The projective test "Tree" (explores anxiety, the sphere of conflicts, the adequacy of self-esteem, leading needs, etc.) The Eysenck test (explores the degree of anxiety, the need for communication, emotional stability) [12].
The technique of neuropsychic adaptation is a sufficiently substantiated tool for diagnosing the level of mental adaptation, reflects the quantitative side of the process of adaptation of a particular individual to specific conditions of activity [6].