Study On The Study Habits Of Rural Left-behind Children Involved In Group Work ——A Case Study Of "I Study,I Am Happy" Group

As the focus on stay behind children’s from every mothers son increases,the education question from stay behind children’s are further highlighted.The education psychology of stay behind children,the status quo of education and the implementation of education policies and other macro-level issues have always been the focus of social attention.However,there are few practical studies on how to develop operational learning habits.Childhood is an important stage of habits,because the habit itself is the need for repeated practice and formed a relatively stable behavior characteristics,therefore,the physical and mental development is not mature of school-age children in the cultivation of the learning habits need with the help of outside more,only in the scientific and standardized support and guidance to develop good study habits.For stay behind children’s,because of deficiency parents’ companionship and guidance,and the lack of grandparents’ educational cognition level and ability,it is difficult to rely on their own learning management and develop good learning habits.In view of this,this study takes the left-behind children in Y village as the research object,uses semi-structured interview,scale measurement and other methods and techniques to summarize and sort out the bad learning habits of left-behind children in this village.From one perspective,it deepens analysis of the influence of educational environment and living environment on the learning habits of left-behind children.On the other hand,group work intervention method is used to practice and explore the cultivation of learning habits of left-behind children from the aspects of learning concept,self-confidence,learning methods and self-cognition,and put forward targeted and operational suggestions through evaluation and analysis.Through the research,this paper concludes that group work has a certain effect on the learning habits of left behind children.First,the service objects have mastered scientific learning methods.Through mutual supervision among group members,they grow together,and their academic performance and learning methods have been significantly improved compared with before.The second is to change the self-cognition of the service objects.Through the exchange of the identities of teachers and students,the group members not only know their bad learning habits,but also feel the good intentions of the teachers.Third,the theory of "mirror me" is highly operable in guiding the cultivation of children’s good learning habits.Fourthly,the application of social workers’ related skills helps to improve service effectiveness.