Research On The Status, Mechanism And Strategy Of School Support System For Children In Elementary And Secondary Schools' Regular Classes

The school support system refers to the multi-level spiritual or material support resource system obtained by students in the school education environment.These multi-level support resources can enhance students' own strength,relieve their mental stress and help students.Better cope with stress and enable students to adapt well.In recent years,special education has received increasing attention,and the concept of integrated education has been gradually promoted.Some special children have been placed in ordinary schools for education.This special form of child placement is a follow-up education model.Children attending classes are in an ordinary school environment,and the status of school support services they receive is related to the quality of their regular classes and directly affects the healthy development of special children.In this regard,select the special student groups in ordinary schools to study children in the class as the research object,examine the characteristics of the support system of the children's school in the classroom,understand the current status of the school support system and the level of school adaptation,and explore the role of children's school support in the classroom.The mechanism provides a theoretical reference for the targeted support of the school attending the school.This is of great significance for the smooth integration of children in the classroom into mainstream schools and the improvement of their school adaptation.Based on relevant theories and literature analysis,this research proposes a school support system model that is consistent with the characteristics of children attending classes.Based on the concept of this theoretical model,this paper prepares a questionnaire for the Supporting System for Children in Regular Classes.Then,using the Questionnaire for Supporting Children's School Support System and the School-adapted Student Questionnaire,a questionnaire survey was conducted among the children in ordinary primary and secondary schools in Zhejiang Province,and the statistical data were used to process the questionnaire data.Finally,based on the results of empirical research,the corresponding countermeasures are proposed.The results of the study show that:(1)The “Children's School Support System for Classes” consists of nine dimensions,namely teacher support,peer support,teacher-student cooperation support,teacher-parent cooperation support,evaluation support,lesson support,and supplement.Support,school executive leadership support,school integration atmosphere support.The school support system total questionnaire has good reliability and is in line with the requirements for questionnaire preparation.(2)The average score of support for each dimension of the school support system is ranked as follows: teacher-parent cooperation support,school integration atmosphere support,peer support,teacher support,school administrative leadership support,teacher-student cooperation support,evaluation support,assistive support and teaching support.(3)The grades of the children's schools adapting to each dimension in the classroom are followed by regular adjustment,teacher-student relationship adjustment,peer relationship adjustment,self-acceptance adjustment,and academic adjustment.(4)There is a significant positive correlation between the support of children's schools and the school's adjustment.The level of school adjustment of children attending classes is related to the level of school support.Teacher support,assistive support,and school executive leadership support in the Children's School Support System are significantly positive predictive of school adaptation and can effectively account for 62% of the “school adjustment” variation.