学生作为学校教育的主体，他们在学校里生活得好不好？适不适应学校的生活和学习状态？参与了哪些学习活动？获得了什么样的主观感受？学生家长、学校教师、学校管理者很少关注这些内容，而简单地以学生的考试成绩作为学生学习成就或学校办学质量的衡量标尺，这使得我国的基础教育朝着畸形的“应试教育”发展。学校教育不仅仅给学生带来认知层面的影响，而相当程度上是给学生带来社会性和自我意识、个性品质、个体行为习惯等多维方面的成长和变化,而这些方面的成长是学生实现社会性成熟和个性成熟的必然积累。因此，学校教育要积极关注学生在学校里学习和生活的主观体验和感受。学生学校生活质量随着学生年级及学段的增高而呈现下降的趋势。小学阶段与初、高中阶段相比，小学生在学校生活和学习的活动丰富程度最高，小学生对其学校生活质量评价更积极。小学生的学校生活质量不仅仅影响到学生的学习动机、学业成就以及活动参与程度，而且还进一步影响到学生对未来教育及终身教育的态度和认识。因此，小学阶段是学生对学校教育的情意感受的塑形关键期，是未来教育的奠基工程。本文在已有研究的基础上进一步深入探讨不同地区的小学生的学校生活质量的共同性和差异性。本研究采用问卷调查法，通过分层抽样向北京市丰台区8所学校发放调查问卷，其中城区学校3所，农村学校5所；向昆明市西山区4所学校发放调查问卷，其中城区学校2所，农村学校2所；一共发放问卷2180份，回收有效问卷2035份。本研究研究充分借鉴具有国情针对性和形势政策现实性的量表，该量表分为五个分量表：“学校生活质量”总体感受量表，“学校的安全、健康与维护”分量表，“学校的学习生活”分量表，“参与与民主”分量表，“全纳与平等”分量表。量表涉及到学校物质条件、校园安全、健康与维护、师生关系、同伴关系、全纳与平等、参与与民主等9个维度的内容。调查发现我国小学生整体的学校生活质量处于中等水平；小学生的学校生活质量总体上呈现出出一定的性别差异、学校位置方面的差异、年级水平之间和父母学历水平之间的差异等；通过对比研究得出两个地区的小学生在学校生活质量总体上没有显著差异，但两个地区的小学生在学校物质条件、校园安全、健康与维护、学生参与、师生关系、同伴关系，教师教学水平和职业情感投入方面的差异极其显著，北京市丰台区的小学生在对学校物质条件、学生参与、师生关系、教师水平和素养方面的满意程度都高于昆明市西山区，而在健康方面、全纳与平等方面昆明市西山区的小学生的评价比北京市丰台区的小学生更积极。综合上述研究结论，本文呼吁积极关注小学生健康的保障和维护，积极关注薄弱地区学校学生的同伴交往问题，在学校管理中积极贯彻和落实全纳与平等的理念和标准。

As the key participants of the school education, how is students’ life in the school? Whether they can adapt to the learning status of the school? Which activities do they take part in? How do they feel? Few of us pay attention to these issues, but simply take the students’ test scores as the measure of student learning achievement and the quality of schooling, which makes China’s basic education towards examination-oriented education. School education not only leads to the changes in the students’ cognitive level but to a considerable extent in the social and self-awareness, personality traits, emotional experience, individual behavior and so on. But the mature of these aspects is a necessary part to students` socialization and personal maturity. Therefore, we should actively concerned about the affective experience of the students’ learning and living in the school. Quality of school life will decrease as the grade increases. Comparing with the junior and senior schooling, the primary students share the most abundant activities and learning contents, so pupils’ reaction to school is more positive than others. Pupil’ quality of school life not only contributes to the learning motivation, school achievement, and the involvement of schooling participation, but also determines his attitude and cognition of schooling in the future. So primary schooling is the shaping period of quality of school life and is foundation of future education. Paying attention to pupils` quality of school life is very important to school development and personal development. On the basis of the existing studies, this research will study the intercommunity and the difference between the students who are from different regions. The research use questionnaires as investigative tools, we investigated 2180 samples (in which 2035 valid) from Beijing Fengtai district and Kunming Xishan district by stratified sampling. Totally there 5 schools from urban areas and 7 schools from rural areas. On the basis of the existing studies, this research used the scale which can adapt to the educational situation and the policies in our country. The scale is divided into five subscales: the Overall Feeling of QSL, School Safety subscale, Healthy and Maintenance subscale, School Learning Life subscales, Participation and Democracy subscale, Inclusion and Equality subscale. The last four subscales learn from the project achievements of UNICEF(United Nations Children's Funds): The standards of students-friendly school. The standard is mainly based on the perspective of students’ rights and inclusive education, highlights the students' subjectivity and rights. Four subscales refers to the school’s physical condition, campus safety, healthy and maintenance, teacher-student relationship, peer relationships, student participation, Inclusion and equality and so on.The survey finds that the overall quality of school life of our pupils is at a medium level. The quality of school life reflects certain differences in gender, school location, grade level and the educational level of parents, etc. there is no significant differences in the quality of pupils’ school life between two regions Pupils in two regions shows a significant differences in the school’s physical condition, campus safety, health and maintenance, student participation, teacher-student relationship, peer relationships, the level of teaching and emotional investment. Pupils in Beijing are higher than Yunnan in the aspects of school’s physical condition, student participation, teacher-student relationship, the level of teaching and literacy. But pupils in Yunnan are higher than Beijing in the aspects of campus safety, inclusion and equality. Therefore, we propose to increase efforts to support basic education in weak regions, and appeal to primary schools to concern about the students’ health at the same time, pay enough attention to the problems of pupils’ peer communication in the weak school, and learn from the ideas of inclusion and equality in the school management.