Research On The Intervention Of Rural Lower Grade Pupils' School Well-being

School is one of the important environments for students to grow up,especially for the primary school students in the lower grades,it is of great significance for their future development to have higher school well-being since childhood.For rural primary school students,many parents lack of care for their children due to the reasons such as going to work in the city,and the school has become the main place for their children's lives.However,many rural schools only pay attention to the students' academic performance,ignoring the students' school well-being,resulting in some rural students who are neither loved by their parents nor affirmed by their teachers,and they are tired of learning in the lower grades.At present,there are few studies on the current situation of rural Low-grade Pupils' happiness,and there is no intervention program that can improve their school well-being for reference.Therefore,this study takes rural primary school students as subjects,on the basis of examining their school well-being status,research and develop intervention programs to improve their school well-being,and test the effectiveness of the intervention programs.This paper includes two sub studies: the main purpose of study 1 is to research and develop intervention programs based on the school well-being measurement model through literature review,so as to improve the school well-being of rural low-grade primary school students.Study 2 is to implement the intervention program in the experimental class and test the effect of the intervention.The conclusions of this study are as follows:1.Based on the measurement model of school well-being,this study takes school connection,academic efficacy,learning happiness and educational purpose as the intervention content,and the intervention program developed can improve the school well-being of rural low-grade primary school students?2.Compared with the control class,the experimental class' s school well-being improved significantly after the implementation of the intervention program.3.Through the semi-structured interviews with the students and teachers in the experimental class,it is found that both students and teachers think that this intervention program has a great help to improve school well-being and gives a high evaluation.This research on the school well-being of rural primary school students further enriches the research on school well-being.In the future,the intervention research on school well-being of rural primary school students can start from the four aspects of academic efficacy,learning enthusiasm,school connection and educational purpose to develop methods to improve their school well-being.The intervention program developed in this study can provide direct intervention support for the school well-being of rural low-grade pupils,so as to improve the school well-being of rural low-grade pupil.