高中–大学衔接视角下大一新生适应性危机成因与育人路径探究

Freshmen Adaptability Crisis in the High School-University Transition: Causes and Educational Strategies

摘要: 高考结束进入大学，是青年学生成长历程当中重要的人生转折点，学生不仅面临学习环境、生活模式的改变，更需要完成思想观念、自我管理模式与责任意识的系统性转型。部分大一新生在高中阶段较多依赖家长、班主任等外部监督，进入高校后外部约束减弱，如果尚未完成由外部调节向自主调节的转换，可能出现学习动力下降、自我管理困难、学业成绩波动以及由此伴随的消极情绪。本文立足于本科生班主任一线工作实践，采用教育实践反思取向，综合日常观察、学业预警、课程成绩与出勤、谈心谈话及心理咨询转介等过程性资料，并以典型案例作为机制分析的辅助材料，避免由个别案例作出总体性推断。在理论分析方面，本文引入自我决定理论，从自主需要、胜任需要、关系需要以及学习动机内化等角度解释新生适应困难的形成机制，并从家庭教育、高中阶段的育人方式与衔接准备、社会舆论环境以及高校新生教育等方面分析其可能成因。在此基础上，提出加强思想引导、学业支持、心理关怀、同伴互助以及高中–大学协同育人等实践路径。研究认为，新生适应并非入学初期即可完成的短期转变，而是一个需要多主体参与和持续支持的教育过程。应在明确高中、家庭与高校育人责任边界的基础上，加强高中阶段的前置准备与大学阶段的持续支持，促进学生逐步提升自主规划、自我管理、责任担当和积极应对挫折的能力。

Abstract: Entering university after the college-entrance examination marks a crucial turning point in young students’ growth. Students are confronted with changes in learning environments and lifestyles, and more importantly, required to achieve systematic transformation in their ideological perceptions, self-management modes and sense of responsibility. Some freshmen have relied heavily on external supervision from parents and teachers during high school. When such external constraints are reduced after enrollment, students who have not yet shifted from external regulation to autonomous regulation may experience declining learning motivation, difficulties in self-management, fluctuations in academic performance and related negative emotions. Based on front-line practice of an undergraduate class advisor, this study adopts a reflective educational-practice approach and draws on process materials including daily observations, academic warnings, course performance and attendance, individual conversations and referrals for psychological support. Typical cases are used as supplementary materials for mechanism analysis rather than as a basis for making generalizations from individual cases. In terms of theoretical analysis, this study introduces Self-Determination Theory to explain the mechanisms underlying first-year students’ adjustment difficulties from the perspectives of autonomy, competence, relatedness, and the internalization of learning motivation. It further examines potential contributing factors associated with family education, educational practices and transition preparation during high school, the broader social environment, and university orientation and first-year education. On this basis, several practical approaches are proposed, including strengthening values and ideological guidance, academic support, psychological care, peer support, and collaborative education between high schools and universities. This study argues that first-year student adjustment is not a short-term transition that can be completed during the initial stage of university enrollment, but rather a continuous educational process requiring sustained support and the participation of multiple stakeholders. Therefore, while clearly defining the respective educational responsibilities of high schools, families, and universities, greater emphasis should be placed on preparatory education during high school and continuous support throughout the university stage, thereby enabling students to progressively develop their capacities for autonomous planning, self-management, responsible behavior, and positive coping with setbacks.