A Practical Study On Improving The Learning Motivation Of Left-behind Children In H Village Through Social Work From The Perspective Of Ecological System Theor

With the acceleration of urbanization,a large number of rural labor force is still flowing to cities.Children of rural labor force either go to cities with their parents to become children,or are left in the countryside to become left-behind children.Work in promoting the development of the integration of urban and rural compulsory education in the process of "focus on special groups,strive to promote the education fair" as one of the major measures is put forward,among them,the "rural left-behind children,the left-behind children care protection system" is the "state council on promoting the integration of urban and rural compulsory education development to raise the level of rural compulsory education work report of the key requirements.Left-behind children’s education and learning problems have been the focus of attention in all walks of life.Studies show that due to poor personal learning habits and a lack of correct family support and guide,school education to cultivate insufficient bias speech,social environment,the influence of bad study atmosphere and so on makes the left-behind children lack of learning motivation,which affect the socialization of left-behind children,their own development and social stability.For the special group of left-behind children in rural areas,it is of certain value and significance to study the improvement of learning motivation not only from the aspects of improving their learning ability and promoting their own development,but also from the aspects of promoting the integration of urban and rural education,promoting educational equity and promoting social harmony and stability.Based on the ecological system theory as the main theoretical basis,this study analyzes the status quo,problems and causes of the learning motivation of left-behind children in H primary school under the guidance of the ecological system theory according to the data and data collected in the early stage,and then carries out targeted,systematic and hierarchical group activities.The author selected eight senior pupils aged 10-12 from H Primary School in H Village as the main research objects,and designed group activities for the left-behind children in H Primary school in H Village from the level of personal system,family system,school system and social environment.Firstly,at the personal level,it mainly improves the sense of academic self-efficacy: group activities are carried out from the aspects of learning motivation,learning habits and learning interest,so that they can obtain academic satisfaction,thus improving self-efficacy and clarifying learning motivation;Secondly,at the family level,parents should pay more attention to their children’s learning: the parents of left-behind children have been working in other places for years,and the parent-child relationship is relatively weak.By deepening the contact and communication between parents and children,parents’ expectations for their children’s learning can be clarified,and then parents and children’s attention to learning can be increased.Thirdly,at the school level,teachers’ effectiveness should be enhanced: by enhancing teachers’ effectiveness,teachers and schools should pay more attention to and cultivate the learning motivation of left-behind children,deepen the teacher-student relationship,improve the awareness of cultivation,and establish a long-term mechanism.Finally,at the level of social environment,social support is mainly enhanced: In rural areas,most of school youth and migrant youth "study useless" will increase the burden and mental pressure of left-behind children,cause they are gradually spend learning desire,by guiding left-behind children the right attitude towards the social environment,help them set up correct learning concept,to strengthen social support,create a good learning environment.After one and a half months of group activities,a total of 12 group activities carried out from four system levels have improved the learning motivation of left-behind children in H primary school in H village to a certain extent.At the individual level,their learning attitude and habits are obviously correct and much better.They will consciously complete pre-class preview and after-class review tasks,and their learning objectives are clearer and clearer than before participating in group activities.At the family level,they have deepened their contact with their parents,gained some care from their parents,fully understood their parents’ expectations and concerns for their study,and turned expectations into learning motivation;At the school level: by adjusting the teacher-student relationship and enhancing teacher-student interaction,teachers can further understand the school needs of left-behind children,improve teachers’ awareness of the cultivation of learning motivation of left-behind children,and establish a long-term mechanism for the cultivation of learning motivation of left-behind children from the level of teachers and schools.In the aspect of the social environment: this revised left-behind children affected by the thought of "study useless" deviation,helping them set up correct learning view and world view,the right view of others to learn different views,through interviews with the villagers,youth,at the same time for the left-behind children to enhance social support,learning motivation for them to build a good learning atmosphere.To sum up,social work intervention in group activities of learning motivation of left-behind children in H primary school in H village has achieved obvious results,adding more effective and feasible practices for social work to assist left-behind children in rural areas.