Emotional Intervention and Education System Construction for Rural Children Based on Semantic Analysis.

Abstract

Objective Under the background of the policy of caring for the healthy growth of left-behind children, the purpose of selecting the topic is to study some common negative emotional problems of left-behind children in rural areas, focusing on the guidance of negative emotions of left-behind children in rural areas. In emotional problems, we analyze and find out the reasons for these negative emotions through observation and research. Method In this paper, a platform for acquiring emotional semantic data of scene images in an open behavioral experimental environment is designed, which breaks the limitations of time and place, and thus acquires a large amount of emotional semantic data of scene images and then uses principal component analysis to evaluate the validity of the data analysis. Psychological testing was used to measure parent-child affinity, adversity beliefs, and positive/negative emotion scales, respectively, to examine children whose parents went out, children whose fathers went out, and non-left-behind children. The characteristics of parent-child affinity, adversity beliefs, and positive/negative emotions in three types of children were examined, and the direct predictive effects of parent-child affinity and adversity beliefs on the positive/negative emotions of the three types of children were examined. Results/Discussion. Adversity beliefs played a partial mediating role between children's parent-child bonding and positive emotions. The predictive effect of adversity beliefs on children's emotional adaptation differs by emotional type. The main effects of the left-behind category were significant for both positive and negative emotions. The gender main effect of negative emotion was significant, and the negative emotion level of girls was significantly higher than that of boys. The main effect of the left-behind category of adversity beliefs was significant, and the adversity belief levels of children whose parents went out to rural areas were significantly lower than those of children whose fathers went out and non-left-behind children. The negative emotions generated by left-behind children in rural areas are channeled, and to a certain extent, they are improved and alleviated. Through the emotional counseling and improvement of the rural left-behind children in the research site in the article, the service objects can have better emotions, promote mental health, make them happy and grow up healthily, and also provide a certain theory for the establishment of the local left-behind children care system.