Study On Group Work Intervention Of Reading Difficulties Of Left-behind Children

At present,a large number of rural surplus labor force have come to work in cities,which promotes the rapid development of economy,but also brings some new social problems,such as the education of left-behind children.Among them,the reading difficulties faced by left-behind children need special attention.The lack of a good reading environment,from the micro perspective,has a negative impact on children's own growth;from the macro perspective,the development of the whole rural area is adverse,which is easy to lead to the generation of poverty transmission.This study is mainly aimed at the left-behind children in the Y School of Lianhua County,Jiangxi Province to carry out a qualitative and quantitative research method,with the support of social work theories such as humanism theory and social learning theory,in-depth study of rural left-behind children's reading difficulties.The study shows that reading difficulties of the left-behind children in rural areas are mainly manifested in the children's unconsciousness of reading,the family's indifference to reading education,the lack of attention to school education,and the lack of reading guidance from teachers.At the same time,the researchers also found that the causes of these problems often come from the following three aspects: first,the left-behind children's lack of internal drive;second,the left-behind children's family education support is not in place;third,the left-behind children's school education function is not perfect.Therefore,the researchers think it is necessary to improve the reading plight of rural left-behind children through the practical process of group work.The specific practical process involves the following four aspects: reading methods,reading strategies,reading interests and reading habits.Through the intervention of social workers,the reading difficulties of the group members have been improved to some extent,especially for the internal factors of the formation of reading difficulties: the lack of internal drive of the group members,which has the effect of improving,can promote the improvement of reading ability of the left-behind children and their overall development,so that they can better integrate into school life and social life.However,the home education support and school education function of left-behind children are not in place,which is the bottleneck of the author's intervention in the reading difficulties of left-behind children.Therefore,there are inevitable limitations in the work of this group when it comes to the reading difficulties of left-behind children in rural areas.On the basis of practical research,this study suggests that in the future school social work,we should not only stay at thelevel of children's group activities,but also devote more efforts to the establishment and improvement of family education and school education,so as to help the left-behind children get more support.