农村留守儿童学习障碍的社会工作介入研究

发布时间：2018-05-12 14:19

本文选题：农村留守儿童 + 学习障碍　；参考：《西北农林科技大学》2017年硕士论文

【摘要】：受家庭因素、地域、经济发展等的影响,大多数农村留守儿童在学习能力、学习心态、学习动力、学习兴趣等方面存在一定的问题,导致出现学习障碍。在小学阶段,儿童接受最基础的教育,为以后更长远的学习做基本的铺垫。在这一阶段,要引导儿童对学习充满兴趣,热爱学习,对存在学习障碍的学生及时引导。农村留守儿童相对于其他父母在家的儿童来说,学习缺乏家人的关注和指导,多因素的影响可能会导致留守儿童在性格上出现问题,在生活和学习上缺乏与他人的交流,学习上即使存在障碍,自身没有能力解决,也不寻求帮助。若这一问题不加以解决的话,不仅会使得留守儿童在学业成绩上不尽人如意,而且使留守儿童在亲子关系方面、心理方面、人际交往方面出现问题,甚至严重的话可能会导致一些偏差行为的出现,不但对孩子的健康成长造成一定程度的影响,而且不利于家庭和社会的正常发展。随着国家政策的不断发展,国家逐渐重视农村小学基础教育,农村留守儿童的教育问题也得到了学者们的广泛关注,但基本上都是在宏观层面上进行研究与解决,对于从微观层面上解决农村留守儿童学习障碍的实务研究较少,很难彻底解决这一问题。本次研究将从微观角度进行社会工作实务干预试图帮助留守儿童解决学习障碍问题。社会工作相对于其他学科领域来说,重视实务,运用社会工作理论与方法对服务对象进行干预研究,从微观层面上开展助人自助服务,帮助服务对象解决问题,实现服务对象的能力提升。在前有研究的基础上,本研究运用文献法、访谈法和观察法对当地留守儿童的学习进行调查分析,发现其在学习方面存在的障碍,以及造成学习障碍的原因。通过和留守儿童、家庭以及学校老师的访谈,发现其学习障碍的问题主要包括:一是由于家庭教育的缺失,留守儿童学习缺乏管束导致其学习出现障碍;二是留守儿童主观因素的影响如学习注意力不集中、学习动力不足造成其学习障碍;三是学校环境的影响,家庭、学生及老师之间的交流较少。在研究中不仅考虑个人的主观因素,还要考虑家庭、学校乃至社会等客观因素的影响。基于此,本研究运用个案工作方法和小组工作方法对农村留守儿童进行介入,了解其基本需求,帮助留守儿童认清自身的学习障碍,改善案主生活学习的家庭、学校环境,在介入案主时肯定案主的自我能力和优势,发掘自身学习潜能,转变其对学习的不良态度,进行助人自助,这些对于缓解并改善留守儿童学习障碍起着重要作用。
[Abstract]:Influenced by family factors, geographical areas and economic development, most rural left-behind children have some problems in learning ability, learning mentality, learning motivation, learning interest and so on, which lead to learning obstacles. In primary school, children receive the most basic education, for the future long-term learning to do the basic groundwork. In this stage, children should be interested in learning, love learning, and guide students with learning disabilities. Compared with the children of other parents at home, rural left-behind children lack the attention and guidance of their families in learning. The influence of many factors may lead to personality problems and lack of communication with others in life and study. Even if there are obstacles to learning, they are not able to solve, nor seek help. If this problem is not solved, it will not only make the left-behind children unsatisfactory in their academic achievements, but also cause problems in parent-child relations, psychological and interpersonal relations. Even serious words may lead to some deviant behavior, which not only has a certain impact on the healthy growth of children, but also is not conducive to the normal development of family and society. With the continuous development of national policies, the state has gradually attached importance to the basic education of rural primary schools, and the education of rural left-behind children has been widely concerned by scholars, but it is basically studied and solved at the macro level. It is difficult to solve this problem thoroughly because of the lack of practical research on solving the learning disability of rural left-behind children on the micro level. This study attempts to help left-behind children solve the problem of learning disabilities by microcosmic social work practice intervention. Compared with other disciplines, social work pays attention to practice, uses social work theory and method to intervene research on service object, carries out self-help service on the micro level, and helps service object to solve problems. Improve the ability of service objects. On the basis of previous studies, this study uses literature, interview and observation methods to investigate and analyze the learning of local left-behind children, and finds out the obstacles in learning and the causes of learning disabilities. Through interviews with left-behind children, families and school teachers, it is found that the main problems of learning disabilities include: first, due to the lack of family education, the lack of control over the learning of left-behind children leads to their learning difficulties; The second is the influence of the subjective factors of left-behind children, such as the concentration of learning attention, the lack of learning motivation resulting in their learning obstacles; third, the impact of the school environment, the communication between families, students and teachers is less. In the study, not only personal subjective factors, but also the influence of family, school and society are considered. Based on this, this study uses case work method and group work method to intervene rural left-behind children, understand their basic needs, help left-behind children to recognize their own learning disabilities, and improve the families and school environment where the perpetrators live and study. It is important to affirm the self-ability and advantage of the victim, to explore their learning potential, to change their bad attitude towards learning and to help others to help themselves, which plays an important role in alleviating and improving the learning disability of left-behind children.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：C913.5;C916

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