| With the rapid development of information technology,mobile phones have been popularized in rural areas and have become an indispensable "must-have" in people’s daily lives.The age of mobile phone users is constantly decreasing,and more and more rural primary school students are beginning to come into contact with mobile phones.In addition,with the repeated outbreak of the epidemic in the past two years,the establishment of "no suspension of classes" online classrooms has gradually increased the frequency of mobile phone use among rural primary school students.At the same time,influenced by factors such as individuals,families,schools,and communities,many rural primary school students have developed varying degrees of mobile phone dependence behavior,which is manifested in:increased use of mobile phones,addiction to mobile games and short videos,and the impact of mobile phone use on personal emotions.This will lead to a decline in academic performance,damage to interpersonal relationships,physical and mental health,and damage to parent-child relationships among rural primary school students.Therefore,how to solve the mobile phone dependence behavior of rural primary school students,so that they can put down their phones and enter the real world,is of great significance for rural primary school students’ individuals,families,and schools.In this study,120 primary school students in grades 4,5,and 6 of P Primary School in Linyi City were selected as the research subjects.A questionnaire survey and semi-structured interview were used to collect the mobile phone dependence of primary school students.Secondly,analyze the performance,harm,and reasons of mobile phone dependence among primary school students from six dimensions: saliency,tolerance,withdrawal,mood change,social comfort,and negative consequences.Then,based on cognitive behavior theory,Ecological systems theory,advantage perspective theory,and assisted by group sports in sports intervention,eight rural primary school students with mild mobile phone dependence were intervened in group work for eight times.Finally,a combination of quantitative and qualitative methods was used to evaluate the effectiveness of the group’s work.The research results indicate that group activities have good effects on alleviating mobile phone dependence among rural primary school students.The combination of cognitive behavioral therapy mode and group exercise in sports intervention can change the irrational cognition of rural primary school students towards mobile phones,fully recognize the advantages and disadvantages of mobile phones,improve self-control over mobile phone use,and cultivate good habits of using mobile phones.At the same time,it can also promote rural primary school students to obtain the support of peer groups in outdoor sports,improve their ability to express interpersonal communication in reality,master the way to release their feelings,and learn to put down their mobile phones and move towards the real world.However,there are also certain limitations in this study,such as individual team members’ personalized needs not being met in a timely manner,the duration of sports intervention needs to be increased,insufficient resource links to external systems of team members,and a lack of sustainability in services.Based on this,the workers propose corresponding improvement suggestions,hoping to further promote research in this field to better address the mobile phone dependence behavior of rural primary school students. |
