Practical Research On Improving The Life Cognition Level Of Rural Left-Behind Children By Picture Book Reading

Life education,about life and death issues education,is an indispensable part of children’s mental health and comprehensive quality education.It is of great value to carry out life education and regard understanding life,cherishing life and respecting life as the core concept of education.With the development and change of society,children are faced with many uncertain factors such as temptation and interference during their growth,and diversified social environment and life attitude often make their cognition of life deviate.Many children’s ability to withstand pressure is relatively low,lack of understanding of the meaning and value of life,respect for life and cherish the heart is also very lack,which also leads to school violence,suicide and other tragedies,it is urgent to carry out life education for children,improve their cognition of life.However,due to the constraints of many factors such as traditional ideas and practical situations,the special curriculum on children’s life education has not been developed and popularized,and the development of children’s life education is still a big problem.As for children’s life education and life cognition,current scholars mainly focus on a large range of life education,ignoring other specific contents in life education,such as the origin of life,self-cognition,life value and death.In addition,existing studies have conducted few targeted intervention studies on left-behind children who lack parental care,and the particularity of this group has not yet attracted attention.Finally,at present,taking social work professional services as a breakthrough,there are few practical and theoretical studies involved in the improvement of life cognition of left-behind children,and there is no established social work service model that can be promoted.In the investigation,the author found that the status quo of most left-behind children in T village in terms of life cognition mainly lies in: insufficient basic cognition of life,vague cognition of life experience,and one-sided cognition of life meaning.Further investigation and analysis revealed that they have a need to improve basic cognition of life,clarify cognition of life experience,and strengthen cognition of life meaning.In order to improve the life education status of left-behind children in T village and enhance their life cognition level,social workers recruited and screened 7 left-behind children aged 6-8 as members of the group.Under the guidance of social learning theory and picture book reading,they took the three dimensions of cognition based on life,cognition of life experience and cognition of life meaning as the entry point.Seven targeted group activities of life cognition of picture book reading were designed,which effectively improved the life cognition level of left-behind children in T village through extended methods such as reading picture books,role playing and interactive sharing among group members.By exploring the specific process and effect of intervention,on the one hand,this paper tests the feasibility and effectiveness of social learning theory and picture book reading to improve the life cognition level of left-behind children,which is helpful to enrich and improve the research system of social work involved in the improvement of children’s life cognition,and further deepen the research on children’s life education.On the other hand,to some extent,it can make up for the deficiency of life education in schools,families and communities,and effectively improve the cognition of left-behind children in T village in aspects of life origin,value,self and death,so as to further guide children to learn to appreciate life,respect life,understand the meaning and value of life,and thus treat life with a positive attitude.Promoting the healthy growth and development of children;At the same time,some feasible operational paths are analyzed and summarized,which is conducive to the development of innovative service modes of picture book reading to improve the life cognition level of rural left-behind children,and provides experience for the future practice of social work involvement in the field of children’s life education.