Research On The Work Of Improving The Intrinsic Motivation Of Rural Left-behind Children Based On Development Mode

Rural left-behind children are a special group arising from China’s social transformation and urbanization process,and the education of rural left-behind children faces different degrees of problems due to economic,environmental,family and other factors.The Party and the government attach great importance to the education of rural left-behind children,and in recent years,national education resources and related policies have been tilted to rural areas,and the education environment and education quality of rural left-behind children have been improved.However,improving the education quality of rural left-behind children and promoting the development of rural education require not only the support of external conditions such as the state,society and schools,but also the improvement of the internal motivation of rural left-behind children’s learning.Taking SGS school in J city as an example,this study used questionnaires and interviews to understand the current situation of rural left-behind children’s intrinsic motivation for learning in the school.From the four dimensions of learning motivation,learning attitude,learning interest and learning self-confidence,it was found that rural left-behind children have problems such as insufficient clear learning motivation,insufficient learning attitude,insufficient learning interest and insufficient learning self-confidence.Based on the analysis and demand estimation of the intrinsic motivation of rural left-behind children,we chose the development model of group work and used the enrichment theory and field theory as the guidance to conduct group activities for rural left-behind children to improve their intrinsic motivation.The service mainly focuses on four aspects:strengthening learning motivation,correcting learning attitude,stimulating learning interest,and enhancing learning self-confidence.Eight sessions of group activities are conducted to guide rural left-behind children to discover their own learning problems and stimulate their awareness of self-change and active learning,so as to enhance the intrinsic learning motivation of rural left-behind children by making full use of group interaction and specific fields.The group service was carried out in the following way Through this group service,we found that the group service based on the developmental model can effectively enhance the intrinsic motivation of rural left-behind children’s learning,the hierarchy of group activity design helps to accomplish the service goals,and stimulating the intrinsic motivation can effectively enhance rural left-behind children’s learning ability,and the service has achieved the expected results.However,the service also needs to be further improved.The developmental model should play the role of social worker as an enabler from the beginning to the end,the group activities should pay attention to and appropriately handle the differences of group members,and the effectiveness of the group service needs to be continuously strengthened.