A Case Study On The Improvement Of Grandparents’ Ability In Rural Left-behind Children’s Intercultural Education

The upbringing of left-behind children in rural areas has always been the focus of academia and even the society.The left-behind children to be able to help the children in the traditional villages to establish a correct concept of achievement.To help the grandparents of rural left-behind children to improve the ability of intergenerational is the due meaning of improving the educational status of left-behind children,and also the internal requirement of implementing family education policies and improving grass-roots social governance.For the improvement of the ability of grandparents of rural left-behind children,social work can and must play its unique role.It is particularly important to adopt the professional perspective of social work and social work methods to intervene in the parenting of rural left-behind children to help with the improvement of the educational ability of grandparents.Based on the theory and method of social work for minors,drawing on the theoretical analysis framework of family education,using the questionnaire survey method,unstructured interview method and participatory observation method,this paper investigates the current situation,problems and causes of 243 left-behind children in Y Village,Zhigang Town,Suizhou City,Hubei Province.The results show that the common problems of left-behind children in rural areas include: outdated educational concept,extreme educational mode,single educational content and vague educational role.The main causes are as follows:the cultural level of the grandparents of intergenerational education is limited,the educational concept does not meet the needs of the healthy development of children in the new era,and the educational methods cannot be good and moderate;the intergenerational communication between family members is blocked,the division of educational roles is blurred,and the lack of support and attention for the education of grandparents.Based on this,the author provides case service for the typical and representative intergenerational families,and reshape the education concept and mode of service objects with cognitive behavior theory;applies the family system theory to intervene the interconnected subsystems formed by grandparents,parents and grandchildren,smooth the family communication system,improve the family education atmosphere,assist the educational role to return and jointly assume the education responsibilities,and help the intergenerational families to form the joint force of family education.The research results show that the service effect of case work involved in the improvement of grandparents’ parenting ability is obvious,but the improvement of grandparents’ parenting ability requires the joint efforts of their family members.