| With the development of Internet technology,we are more and more enjoying the convenience and speed brought by smart phones.Smart phones have become an indispensable tool for modern people.However,in daily life,most elderly people often face various problems because of smartphones.According to the data released by the seventh national census,China’s elderly population will exceed 300 million during the “14th Five-Year Plan” period,and the elderly group is becoming an important group affecting the social and economic development of China.In the report released by CNNIC,it is pointed out that the size of China’s mobile phone Internet users is 1.047 billion,while only 11.3% of the elderly Internet users are over60 years old.Therefore,we should pay attention to the "digital divide" between modern society and the elderly,help the elderly use Internet tools,enhance their ability and confidence in using the Internet,and improve their sense of well-being and control over their lives.This thesis combines quantitative and qualitative research,taking the regular smartphone teaching classroom and the periodic smartphone teaching group in the S elderly care institution as examples,and using the theory of empowerment as a guide,the thesis analyses the activity design and operation process of the smartphone teaching classroom and the smartphone teaching group,and clarifies the empowerment strategies of the two smartphone teaching methods.On the one hand,it order to improve the ability and confidence of the elderly by using smartphones,and to reduce their fear of the Internet through simple to complex teaching;learning individuality applications responding to the individual needs of the elderly,and achieving empowerment at the personal level.On the other hand,to enhance the sense of control of the environment among the elderly,it relies on We Chat groups to enhance interpersonal communication among the elderly;adopts the "one with two" teaching model to promote interpersonal interaction among the elderly;combines various teaching methods to create a good teaching atmosphere;provides a platform for self-sharing to get rid of the negative label of “ageing” and achieve interpersonal and environmental empowerment.Overall,social work’s smartphone teaching services are very effective in helping older people to cross the "digital divide".At the same time,the research found that there are obstacles in the process of carrying out smart phone teaching activities: first,the one-way and solidified teaching mode of mobile phone classroom weakens the enthusiasm of both sides of teaching;second,the lack of family support and the formation of "institutional dependence" in smart phone learning;third,there are some differences in the operation of the two teaching modes,and some old people cannot adapt to them.In view of the above obstacles,this thesis also puts forward corresponding countermeasures: in terms of teaching mode,explore the potential of "leaders" of the elderly and promote the diversification of teaching forms;In terms of family support,we should broaden the interpersonal communication network of institutions for the elderly to make up for the lack of family support.In the aspect of teaching operation mode,the internal and external connection should be strengthened to blur the sense of difference in teaching operation mode and create a strong teaching atmosphere.Therefore,it is hoped that the above discussion will promote the continuous optimization of teaching methods and teaching contents in the future of smart phone teaching,so as to provide better and better service choices for the elderly in institutions to cross the "digital divide",and provide effective reference for the practice of social work for the elderly in the information age. |
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