The Study On The Relationship Between Teachers Solicitude Behavior Perception And Students Sense Of School Belonging In Rural Junior Middle School

School belonging is the subjective feeling that students feel recognized,accepted and respected by others(teachers and students)in the environment of school.Maslow proposed that “belonging and loving” is the basic needs of human beings.Many studies have also proved that the acquisition of school belonging can not only promote the development of students' physical healthy and mental health,improve their academic performance,but also effectively reduce the bad behavior of students and reduce the dropout rate.In addition to the influence of individual internal factors,the sense of school belonging is also inseparable from the external factors such as teacher-student relationship,family environment and peer group.This study mainly explores teacher care from the perspective of Noddings care theory,exploring the relationship between teachers solicitude behavior perception and students sense of school belonging in rural junior middle school.After combing a large number of documents,this study finally draws on the "Perceived Teacher Care Behavior Questionnaire" compiled by Lei Hao(2014)and the "School Awareness Scale" compiled by Guo Guangsheng,I test and revise the above scale.Through the questionnaire survey of teachers' care behavior and students sense of school belongings in rural junior high school,relevant data were obtained,the main conclusions are as follows:(1)The perception of teachers' care behavior by rural junior high school students and the sense of school belonging is generally good,but the teacher's supportive behavior is poorly perceived,the peer relationship and school involvement are poor;(2)the left-behind students have lower perceptions of teachers' supportive behavior than non-left-behind students,and left-behind students' schools are less involved than non-left-behind students;(3)Boarding students' perception of teachers' supportive behavior is lower than that of non-boarders,non-boarders' academic focus is higher than boarders;(4)class cadres' perception of teacher care behavior and school belonging are higher than ordinary students;(5)teacher care behavior Perception has a significant predictive effect on the sense of belonging of rural junior high school students.Based on the above research conclusions,four suggestions are put forward: firstly,to enhance teachers' awareness of humanistic care and improve teachers' caring ability;secondly,to play the role of teachers' family care substitution to make up for the lack of family members of left-behind and boarding students;thirdly,do a good job in psychological education intervention for students and improve their caring ability;lastly,update teachers' assessment content and pay attention to students' emotional experience.