Study On Group Work In The Formation Of Urban School-age Children's Pro-environmental Behavior

At present,in order to promote the construction of ecological civilization and strengthen environmental protection,garbage classification is carried out in some provinces and cities.As the main force of garbage classification and environmental protection in the future,school-age children should cultivate environmental awareness and practice environmental behavior.Although most children have a certain awareness of environmental protection,they do not have enough knowledge of garbage classification and resource conservation,nor can they practice it well;they don't pay enough attention to the community and urban environment they live in,so they are easy to ignore the pollution behavior and the dirty environment;moreover,due to the limited time to be close to nature,many children have a low degree of intimacy with the natural environment and lack of concern for the environment.This study takes school-age children in the C community of L city as the research object and collects data through unstructured interviews and participatory observations to explore the problems and needs of urban school-age children in environmental awareness and behavior.Based on the ecosystem theory and social learning theory,the study analyzes the influencing factors of children's pro-environmental behavior and designs intervention steps.Using professional values and methods of social work,using family,community,and social resources to guide school-age children to participate in several thematic activities of garbage classification,nature education,protection of the Yellow River,community environmental maintenance,and water resource protection,and gradually develop caring for the environment and protect the environment Awareness and behavior.Research shows that: first,group work is effective in the development of urban school-age children's pro-environmental behaviors,and group members 'willingness to make environmental protection behaviors is stronger than before the group,and they have a deeper understanding of environmental protection.Their affirmation of change;Second,the intervention process guided by the ecosystem theory and social learning theory is applicable to school-age children's development of pro-environmental behaviors;Third,social work is highly targeted and interactive due to its working methods And strong resource linking ability,can be used in China's children's environmental special education.At the same time,this study also reflects on the single measurement of effectiveness evaluation and insufficient follow-up toconsolidate the effectiveness of the group.