Using Strength Perspective Theory To Intervene Children's English Learning Achievements

Schools are an important environment for the growth and development of children.The academic performance of children in school is an important source of children's self-perception and self-identity.For left-behind children,their academic performance is an important sign of their integration into the school and towards socialization.This study finds that English learning is one of the academic predicaments they encounter in the study and study of left-behind children.The study uses the advantage perspective theory to intervene in the English learning of the left-behind children of the locality from the three aspects of learning motivation,study skills,and study habits,so that left-behind children in the learning process acquire academic achievement,integrate into the school,and establish self-identity.The study first assessed the status of left-behind children's English learning: First,in terms of learning motivation,left-behind children showed disgust,escaping English learning,and even experiencing fear-hardened psychology.Second,in terms of study skills,left-behind children show a single approach to English learning,and use more methods such as rote memorization and lack of skillful learning methods.Third,in terms of study habits,most left-behind children have poor learning habits such as plagiarism,scribbles,and lack of concentration.Second,the study investigated the involvement of left-behind children in terms of learning motivation,learning skills,and study habits.In terms of learning motivation,the author helps group members find their own advantages through the group activities,eliminate negative perceptions of themselves,establish new and positive self-perceptions,and improve their learning motivation.In terms of learning skills,through helping the team members find out the advantages of resources around them,such as generation resources,family resources,etc.,and use these advantages to improve their own learning skills.In learning habits,by correcting the merits and wonders of English as a group leader and understanding English,it is possible to correct itsincorrect English learning habits.Again,the study assessed the results of the intervention from four aspects: English learning motivation,learning skills,study habits,and the external environment.First,in terms of learning motivation,left-behind children's interest in English learning has improved,their attitude toward English has changed,and their motivation for learning has improved.Second,in terms of study skills,the poor learning methods of left-behind children have been corrected,and at the same time,they have begun to improve the previous single learning method.Third,in terms of study habits,left-behind children begin to recognize their bad habits and begin to correct them.Fourth,in terms of academic performance,the quality and accuracy of left-behind children's English assignments have increased,and left-behind children have begun to learn English conscientiously so that their English scores have improved.V.In the external environment,families and peer groups began to change the negative impression of left-behind children and feedback to left-behind children to help left-behind children begin to establish new self-knowledge.Finally,the conclusions of this study are summarized,and the methods,practical processes,assessments and follow-up results of this study are reconsidered.After this study,left-behind children have many problems in English learning,and their intervention should be intervened from multiple levels.The group work under the advantage perspective theory has a certain effect on the English performance of left-behind children.In the reflection on the research process,it is believed that the research methods should be combined quantitatively and qualitatively.There are many deficiencies in the practice process,the assessment should be more perfect and the continuity of practical intervention should be maintained.