A Group Practice Study On Improving The Family Education Ability Of Grandparents Of Left-behind Children In Rural Area

With the accelerated development of China’s economy,exchanges between urban and rural areas have become more and more frequent.In order to seek a better life,young rural laborers go out to work all year round,leaving their children to live with their grandparents in their rural domiciles,and the task of family education for children falls on the intergenerational guardians.In China,children left behind in rural areas are a vulnerable group,and the issue of intergenerational family education has always been a concern of all walks of life.Family education is an important part of education,but the current family education ability of intergenerational guardians of rural left-behind children is generally inadequate,and there are problems of inappropriate teaching,which is mainly reflected in many aspects such as educational concepts,content,methods and the relationship between the two generations.Therefore,improving the family education ability of intergenerational guardians can not only improve the family education of rural left-behind children and promote the healthy development of left-behind children physically and mentally,but also help to enhance the self-worth of intergenerational guardians.This study mainly adopts literature research,semi-structured interview and questionnaire survey method.The current situation of the family education problem of rural left-behind children with intergenerational guardianship in village M of city H was analyzed in depth from four dimensions,including family education concept,education method,education content,and education environment,to further reveal the needs of intergenerational guardians’ family education capacity enhancement.On this basis,with the guidance of enrichment theory and social learning theory and the real needs of the service recipients as the main factors,seven detailed and feasible group activities on the theme of family education were carried out in stages around four aspects: updating the educational concept of intergenerational guardians,enriching the educational content,revising the educational method and improving the educational environment,expecting to update the educational concept of the service recipients,improve the educational method,enrich the educational content and optimize the educational environment.We expect to update the educational concepts of the clients,improve the educational methods,enrich the educational contents,optimize the educational environment,further enhance the family education ability of the intergenerational guardians,reduce or solve the current problems in education,and contribute to the healthy physical and mental development of rural left-behind children.This paper evaluates the four dimensions of education concept,content,education method and environment of intergenerational guardians by means of a pre and post test,and the pre and post data are further compiled and compared to show that the way of group work to improve the family education ability of intergenerational guardians of rural left-behind children is consistent with the disciplinary knowledge and theory,and is in line with the real needs.The intergenerational guardians obviously improved their educational concepts,contents,educational methods and environment,and their own family education ability was enhanced,which will certainly be beneficial to the healthy development of left-behind children.In addition,the effectiveness of the application of professional methods and theories in this study was further verified,thus accumulating empirical experience to feed back to theoretical knowledge for improvement,deepening the knowledge and theoretical framework,and adding bricks to the future development of social work practice.