Investigation And Intervention Research On The Sense Of Life Meaning Of Left Behind Children In Rural Junior Middle Schools

This paper randomly selects students from three grades of L Middle School in Pizhou City for investigation,combined with psychological theory,explores the background and influencing factors of left-behind children’s sense of life in rural left-behind children,and formulates corresponding developmental intervention programs to arouse families and schools.,The society attaches great importance to the sense of life of left-behind children in rural areas,and effectively improves their quality of life.This article follows the research idea of "document combing-empirical investigation-statistical analysis of data",mainly using survey and experimental methods,using the "Chinese Revision of the Meaning of Life Scale(C-MLQ)" to investigate the rural areas of Pizhou City.The meaning of life of a total of 1500 students in L Middle School is to explore the meaning of life and influencing factors of left-behind children in rural junior high schools.Design the life education curriculum plan based on the survey results,and carry out the pre-and post-test design of the quasi-experiment.In the experiment,about 140 subjects were selected from two classes of eighth grade,of which no less than 40 left-behind children in each class were used as the experimental group and the control group.The experimental group was given 12-class curriculum intervention.According to the experimental results,the two groups of life meaning levels are explored,and the data is mainly used SPSS26.0 for statistics and analysis,and the following conclusions are drawn:1.The overall level of rural left-behind children’s sense of meaning in life is low,and the level of meaning seeking is significantly higher than that of meaning experience.2.Whether being an only child has no significant impact on the sense of life of rural left-behind children and its various dimensions.The differences in gender,parent outing type and left-behind age group have no significant impact on the sense of life of rural left-behind children.Differences in grades,family economic status,and parental education have a significant impact on the sense of meaning of life of left-behind children in rural areas.3.The intervention of life education curriculum has a positive effect on improving the sense of meaning of life of left-behind children in rural areas.Finally,relevant suggestions are put forward based on the research results to provide certain reference value for follow-up research and related education departments.