增强权能视域下学校社会工作介入学困小学生的个案研究

A Case Study on the Intervention of School Social Work in Struggling Primary School Students from the Perspective of Enhancing Empowerment

摘要: 研究聚焦于中国社会转型背景下小学生学困问题，探讨增强权能理论下学校社会工作中解决小学生学困问题的路径。研究以某小学为切入点，采用个案研究方法，结合参与式观察与半结构式访谈，深入剖析了学困生在学校、家庭、社区场域中面临的“无权”困境，包括学习无力感、社交边缘化、家庭忽视等。研究基于增强权能理论，分析学校社会工作从个人、人际、社会三个层面的介入路径：个人层面通过提升自我认知与情绪管理能力实现增权；人际层面构建同伴支持、促进师生沟通并整合学校资源；社会层面推动家校合作与社区资源网络建设，以助力学困生获得更多生活掌控感与社会参与权。

Abstract: This study focuses on the problem of learning difficulties of primary school students in the context of social transformation in China, and explores the paths to solve the problem of learning difficulties of primary school students in school social work under the empowerment theory. This study takes a certain primary school as the entry point, adopts the case study method, combines participatory observation and semi-structured interviews, and deeply analyzes the “powerlessness” predicaments faced by students with learning difficulties in the school, family and community fields, including learning powerlessness, social marginalization, family neglect, etc. Based on the empowerment theory, this research analyzes the intervention paths of school social work from the three levels of individuals, interpersonal relationships, and society: At the individual level, empowerment is achieved by enhancing self-awareness and emotional management abilities; At the interpersonal level, build peer support, promote communication between teachers and students, and integrate school resources; At the social level, efforts should be made to promote home-school cooperation and the construction of community resource networks to help students with learning difficulties gain more control over their lives and the right to participate in society.