An Experimental Study On The Influence Of Collective Sports Games On The School Ownership Of Rural Left-behind Children

The school is the basic space of student's life,is the place that their growth changes biggest,is the student direct contact and living in there inenvironment,its influence to the student is direct powerful.Students in the school mainly deal with three kinds of relationships,that is,the relationship with the school,the relationship between teachers and students,and the relationship between the school and the teacher and students on the basis of relations.Therefore,building a harmonious and friendly teacher-student relationship has far-reaching significance to the school belonging of the left-behind children in rural areas,and also provides a new way to improve the mental health level of the left-behind children.In this paper,a total of 58 left-behind children were used as experimental subjects in two classes in grade five of Shuyang County Dragon Temple Town Central Primary School by literature method,questionnaire survey,experiment and interview method.To explore the influence of collective sports games on the school ownership of rural left-behind children and make corresponding suggestions.This paper is mainly divided into three parts to elaborate.The first part,through the rural left-behind children and teachers to carry out interviews and exchanges,to understand the left-behind children's sports participation attitude,enthusiasm and interest points,and then to interview and exchange information analysis and induction,the analysis and summed up the point of view gradually quantified in sports game establishment and specific teaching,For the collective sports games for the rural left-behind children school sense of belonging to the smooth development of the test pave.The second part,the use of friends with the group of game organization,when the relationship between the left-behind child coordination and the goal is consistent,to form a help each other unity and fraternity of small groups.Group gives and left-behind children's identity and sense of belonging,individual emotional communication,mutual motivation.The third part,play the role of teacher-led,strengthen the teacher's own quality education,pay attention to precept and example,and guide and educate the rural left-behind children's consciousness quality and the spirit of unity and cooperation.Using SPSS data processing software to deal with the school's sense of belonging before and after the experiment,and to compare the data of school ownership before and after the experiment,that is,the experimental group and the control group,the experimental group and the control group,the experimental group and the control group,the rural male left-behind children,The comparison and analysis between the experimental group and the control group in rural female left-behind children,the experimental group rural male and female left-behind children,the experimental group and the control group before and after the experiment,the school sense of belonging.Finally,based on the interview with children left behind in rural areas,this paper analyzes the change of school sense of rural left-behind children from three aspects,such as the overall score of school ownership,the change of different dimensions and the change of gender.The results show that:(1)The participation of collective sports games in P.E.teaching can affect the sense of school belonging of the left-behind children in rural areas.(2)The collective sports games to the countryside left-behind children in the school to the emotion satisfaction,with schoolmate relations,the collective atmosphere dimension enhancement effect is remarkable.(3)The collective sports game has no significant difference on the total score of the school belonging to the rural male left-behind children,and the rural women left-behind children have significant difference in the total score of school ownership.To the rural male left-behind children in the relationship with the students,the collective atmosphere of the improvement of the effect is significant.To the rural female left-behind children in the school to the emotional satisfaction,and classmate relationship dimension,collective atmosphere dimension of the improvement effect is remarkable.Recommendations:(1)Pay attention to the rural left-behind children school belonging sense of intervention.(2)Establish a harmonious and cordial relationship between teachers and students.(3)school teachers and parents to maintain close contact.(4)Strengthen school ethos and study style construction.