Research On The Intervention Of Educational Problems Of Left-behind Children In Foreign Countries From The Perspective Of Ecological System Theor

This paper uses the ecosystem theory to study the educational problems foreign left-behind children may experience as they grow up.Taking the example of the learning group of Taishan DH Primary School that consists of foreign left-behind children with educational problems,the author elaborates on and analyzes their educational problems,manifestations and needs from micro,meso and macro dimensions.On this basis,the author applies the knowledge of ecosystem theory and the concepts and methods of social work to conduct practical interventions relying on group members,their families,school,peers,communities and other resources.Group activities are designed to help group members enhance their self-efficacy and learning motivation,shape closer parent-child relationships through more communication,improve their social integration and cultural identity,and expand the space for their physical and mental development.The results of practical interventions prove that the General Self-Efficacy Scale(GSE)and the Parent-Adolescent Communication Scale(PACS)of group members both show positive trends in scores before and after such interventions.The study found that the educational problems of foreign left-behind children are caused by several stakeholders whose efforts are also required to solve such problems.Therefore,the author believes that when helping solve educational problems of foreign left-behind children,we should jump out of the conventional approach of only considering foreign left-behind children themselves,and then integrate resources of all stakeholders into micro,meso and macro education governance from the perspective of diversified ecosystems.