Group Work Involved In Rural Left-behind Children’s Reading Interest Enhancement Research

The key to the development of rural left-behind children is education,and reading is an important part of rural education.Reading has a positive effect on left-behind children in rural areas,such as comforting their souls,broadening their horizons,improving their knowledge system,improving their personality and improving their overall quality.However,low interest in reading is still a common problem for many left-behind children at present.How to improve their reading interest and break through the reading dilemma of rural left-behind children has attracted attention from all walks of life.The field of action of this study is G primary school.The researcher entered the primary school as a school social worker and established relationships with left-behind children,child guardians and teachers.With the help of three methods of participatory observation,interviews and questionnaires,it was found that rural left-behind children were more likely to be affected by rural left-behind children.There are significant differences in reading interest among non-left-behind children.The survey shows that the factors affecting the reading interest of left-behind children include five aspects,namely: in the individual action system,left-behind children are unconstrained,have low self-control ability,and insufficient reading motivation;in the individual cognitive system,left-behind children are socially withdrawn,Negative self-perception,insufficient reading drive,low support in the peer system,and lack of positive communication;in the family system,supervision has been absent for a long time,and educational concepts are lagging behind;in the teacher system,emphasis is placed on academic performance and interaction Guiding poverty,etc.Practical research shows that group work plays an active role in intervening in left-behind children ’ s personal psychological adjustment,academic problems,parent-child relationship,and linking school resources.predicament.Therefore,under the guidance of social learning theory and ecological system theory,the researchers selected 10 left-behind children in G primary school as service objects,and held the theme group activity of "Happy Reading,Happy Growth",in order to enhance the reading interest of the group members.Process evaluation and effect evaluation show that the establishment of a social worker growth group has created a good reading atmosphere,stimulated mutual aid behavior among group members,and compensated for the lack of emotion caused by special family circumstances.The targeted fun group design can effectively enhance the reading interest of left-behind children,and the group work method has feasibility and important reference value in solving the problem of improving the reading interest of left-behind children.It is true that the group work intervention has achieved initial results,but in order to achieve real continuous improvement,long-term and continuous intervention services are still required.Therefore,the researchers put forward three suggestions at the end: first,adhere to child-oriented,and promote the normalization of social work services in rural schools;second,adhere to the three major working methods of social work that are adapted to local conditions and flexibly;third,adhere to multi-party collaboration,improve the reading support system for rural left-behind children.