The Study On The Improvement Of Learning Motivation Of Left-behind Children By Group Work

With the development of China's urbanization process and the emergence of the phenomenon of land transfer,a large number of surplus labor force has emerged in China's rural areas.In order to obtain a higher income,they go to cities for work and leave their children under the care of others in the place where they are registered.As a result,left-behind children are born in rural areas.Due to age restrictions,the need for growth and development,the main task of left-behind children's growth is still their studies.That is to say,for left-behind children,learning is not only the main task,but also the primary task in their growth.The research shows that due to the parents' going out,the doting of other generations,the school environment and other factors,left-behind children lack the cultivation of learning motivation and good learning habits,and there is a phenomenon of weak or even lack of learning motivation.As a special group of children,left-behind children are affected by different external environments,so it is necessary to help and improve the learning motivation of left-behind children.In this study,48 left-behind children in L village,Jinan city were investigated through the diagnostic test of learning motivation(MAAT)in the early stage,and the investigation was conducted from four aspects and eight dimensions reflecting the strength of learning motivation.After the investigation,it was found that the sample group had the need to improve learning motivation.They have too much test anxiety,low level of responsibility and unreasonable learning requirements.After knowing their current learning motivation,we scientifically selected 8 left-behind children as the service objects,designed group activities,formed a growth group,and carried out the practice of group work.After one and a half months and six group activities,the group members had significant positive changes in learning motivation.After the comparison of previous and future tests,it is found that left-behind children have significantly improved the knowledge learning and skills of success motivation,significantly improved the avoidance failure dimension of alleviating test anxiety,and changed the other dimensions affecting learning motivation to varying degrees.The practice of group work is carried out smoothly with satisfactory results.To some extent,group work has changed the attitude and cognition of left-behind children towards learning,which is conducive to improving their academic performance and promoting educational equity.As a practical subject,social work is highly professional,and the practical skills of social work are irreplaceable in practical operation.If the development of social work can further integrate various social work methods,better results will be achieved.