Research On The Status Quo And Characteristics Of Sense Of Classroom Belonging In Junior Middle School

Basically, people have the need of belonging to certain group, which generally becomes increasingly obvious in adolescence. Classrooms, an important place for students to live and learn, are the basic units in which school education are carried out, and the place where students spend most of their time. Therefore, the junior middle school students often have a strong sense of belonging to certain classroom, hoping to have their own room in classrooms and expecting to be respected, accepted and approved by teachers and the classmates. As an organized formal group, classrooms are an important place where students achieve growth and socialization, meeting their belonging needs.This research chooses school L in Xiangshan county as the subject, used literature method, questionnaire method, interviewing method and SPSS statistical method to make student's sense of classroom belonging quantify, with the interview to analyze the status quo and characteristics of sense of classroom belonging in junior middle school students. Through researching, we found that the characteristics of sense of classroom belonging in junior middle school include:Firstly, looking from the overall, the level of the school students' sense of classroom belonging is lower. We should offer some education intervention. The various dimensions' means of the junior middle school students in the sense of classroom belonging is in turn from high to low: the sense of participation in the classroom activities, the sense of obedience to the classroom rules, and the sense of role as classroom members. Looking from the mean value, the sense of role as classroom members is relatively low.Secondly, the school students' sense of belonging does not have significant grade difference. Looking from the mean value, the first grade student's sense of classroom belonging is higher than second grade student's sense of classroom belonging.Thirdly, the students' sense of classroom belonging does not have remarkable gender difference. Looking from the mean value, female students have higher sense of classroom belonging than male students.Fourthly, the students' sense of classroom belonging does not have significant difference in occupations of the parents. The status of parental occupations has not remarkable effects on students' sense of classroom belonging.Finally, there is no significant parental diplomas difference in the students' sense of classroom belonging. The parental diplomas does not have important influences on students' sense of classroom belonging.In view of the students and classrooms that lack sense of classroom belonging, I will propose the corresponding educational suggestions to raise students' sense of belonging, mainly included the aspects of improving the quality of teaching, strengthening the classroom construction and management, advancing the work of head teacher, developing classroom activities, optimizing the relationship between teachers and students, improving the relationship among students and so on.