A Practical Study On The Intervention Of Group Work In The Improvement Of After-school Custodian Students’ Autonomous Learning Ability ——A Case Study Of "Happy Learning" Group In L Primary School In Xining City

In order to solve the pressure of students from "core-dual-income families" having no one to pick them up after school and help them with homework,after-school trusteeship classes emerge as The Times require.However,after-school trusteeship classes simply provide places to write homework or pay for make-up lessons,ignoring the cultivation and improvement of after-school trusteeship students’ independent learning ability.As an individual’s basic ability,learning ability is not simply "learning",but more importantly "learning".Especially under the background of "double reduction" policy,the cultivation and improvement of independent learning ability can effectively train students to analyze and solve problems,so as to better realize the improvement and all-round development of students’ comprehensive ability.In view of this,this study with managed after class L elementary school student as the research object,through questionnaire survey,semi-structured interviews to understand custody gave birth to the present situation of the autonomous learning after class,analyzes the external factors and internal factors,according to social learning theory and combined with team work method design of autonomous learning ability to improve intervention plan,from the learning methods,learning objectives,learning time,From the four aspects of learning environment,it helps after-school trusteeship students to enrich their understanding of independent learning,master scientific and reasonable learning methods,formulate short-term and long-term learning goals according to their own reality,reasonably allocate and plan learning time,discover and make full use of learning environment,so as to achieve the goal of improving independent learning ability.Through the process evaluation and result evaluation of the independent learning group of after-school custodial students,this paper concludes that the intervention of group work in improving the independent learning ability of after-school custodial students has significant effects.First,the improvement of independent learning ability is of great significance to after-school trusteeship students.With independent learning ability,they can learn effectively and improve their learning efficiency,so as to better cope with the challenges of future learning and life.Second,the group form helps to build a learning platform and improve the ability of independent learning.Through the interaction,communication and experience sharing among team members,they can master more methods of independent learning and support each other to achieve their own changes and growth.Thirdly,the application of social learning theory by social workers is helpful to solve the independent learning problems of after-school custodian students.Under the guidance of social learning theory,group members can realize changes by observing and imitating others’ behaviors,and the experience shared by group members can serve as a model or example for each group member to fully learn.In addition,relevant discussions and suggestions are put forward based on the practice,and it is hoped that the intervention of group work can enrich the research on the improvement of self-learning ability of after-school custodian students by social work.