Social Work Intervenes In The Study Of Learning Adaptability Of Primary School Students From Rural Areas To Urban Areas

With the continuous improvement of China’s population mobility and the acceleration of the process of urban-rural integration development,a large number of "rural to urban" students have begun to pour into urban campuses,and a large number of special groups have been formed.Under the background of increasingly fierce competition in education,the problem of education quality of rural students moving to urban areas has been continuously highlighted.The research on this group in domestic academic circles mainly focuses on three aspects: one is the attribution explanation of the phenomenon that causes a large number of migrant workers’ children to go to the city,the second is the problems and solutions faced by the students who go to the city,and the third is the intervention experience and improvement suggestions of social work practice for this group.Different from the group of students who followed their parents to work and go to school in different places,the research object of this paper is the rural student group who actively seeks urban education resources.This paper uses semi-structured interview method and questionnaire survey method to visit the families of rural primary school students in X county.During the internship,the author entered the S community as a staff member of the X County Civil Affairs Bureau,and found that rural primary schools mainly face three aspects of learning adaptability,namely interpersonal communication problems,learning pressure problems,and parental expectation pressure problems.In order to effectively alleviate the learning adaptability of rural primary school students moving to urban areas,under the guidance of empowerment theory and advantage perspective theory,the author selected 10 students as fixed group members to carry out the theme group activity of "Growing Together on the Road to School" to improve the learning adaptability of group members.The evaluation and evaluation summary of each group activity showed that the growth group activities could effectively improve the learning adaptability of group members: the group created a good learning and social atmosphere,promoted group members to fully express themselves and build self-confidence;The group provides a learning exchange platform and learning partners,which improves the learning ability and interest of the group members.Group activities teach group members family communication skills,build a bridge of parent-child dialogue,and promote family communication and mutual understanding.However,group work interventions have a positive but incomplete effect on improving students’ learning adaptability.On the whole,improving the learning adaptability of rural primary school students in urban areas requires the joint efforts of students,schools,families and society,and in terms of social work intervention alone,community social work and school social work need to join in order to solve their problems more completely.At the same time,the government also needs to pay more attention to the rural primary school student group,and accelerate the improvement and introduction of student information collection and assistance policies,social work team building policies,and social work publicity policies.