| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 97 === The purpose of this study is to explore the school life adaptation status of Matsu Senior High School students (now at 12th grade) came from Taiwan, and raise concrete suggestions as references for the students who intend to study at Matsu Senior High School from other areas, for parents, practice workers in school and future researchers. After deep interview with eight students participated in this research, and analysis of the arranged interview information, the research results are concluded as follows:
I.The factors of admission can be induced as financial factor, poor academic
performance, parent-child interaction and environmental factor.
II.As for their school life adaptation status, the encountered difficulty
position and accommodation strategies can be explored from five aspects as
follows:
1.Learning adaptation
（1）With respect to learning adaptation, whether the group selection in the
11th grade is suitable for his/her own character is the turning point of
whether learning difficulty can be resolved or not.
（2）At the beginning after admission, they most adjusted originally passive
or ordinary learning attitude, however, will show such two-pole pattern as
returning to slack or continuously persisting in original ideal due to low
sense of fulfillment after adapting to the environment.
（3）Active attitude, selection of program in consideration of interesting and
ability, other important person’s support are good moments for learning
adaptation.
2. Teacher-student relationship
(1)Increase of time for teacher and student to get along and teacher’s
zealous and active personality are the primary reasons for increasing good
interaction.
(2)The ways of teacher-student interaction can be divided into three patterns
as much concern, flat like water and keep distance.
(3)The quality of teacher-student relationship will increase or decrease the
learning intent (in the lecture or living).
3. Peer relationship
(1)As for getting along among peers in a class, the interaction will be
various with different members; originally there were many continuous
conflicts occurred among peers in dormitory, but later they had learned to
give up self-centered thinking.
(2)The hindrances of peer interaction include the drop of starting point for
making friends with local classmates, and after transferring to other class
at the 11th grade, the challenge faced of making-friend mode, as well as
whether the peers in dormitory can seek for common consensus for peace or
not.
(3)The peer interaction pattern most is centered in roommates of dormitory and
extended to their social network of peers by point, line and face; as for
facing the difficult position of getting along with peers, there are two
strategies as active and passive.
(4)The influence of peer relationship on adaptation is various due to
individual difference and different thoughts, however, the research results
shows most issue they cared for is peer adaptation.
4. Regular adaptation
(1)The contents of regular adaptation most are the regulations of clothing and
looks, building equipment, and details of living and class management.
(2)Students face the regular management of school most by accommodating or
flexible attitude.
5. Self-adaptation
(1)There are two transits with respect to self-adaptation, one is the
individual loneliness for leaving home at beginning in the 10th grade, and t
the other is re-adaptation after selection of group in the 11th grade.
(2)The influence of self-adaptation for students will be varied with receiving
challenge or low-key and shrinking due to different characters.
(3)As for the influence of new environment on self-adaptation, students will
take confirmative or doubt thoughts to study at a school from other area
due to active or passive attitude.
III.As for 3-year school life adaptation, students will adopt different
adaption strategies due to individual character; consequently, there are
differences of good or bad individual adaptation.
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