“撤点并校 ”政策的实施，使得农村地区中小学校数量锐减，农村学校集中到城 镇。随着人们对教育重视程度的提高，众多农村家长选择进城陪读。在经济高速发展 与女性社会地位提升的同时，由于大量中年女性进入了劳动力市场，陪读群体逐渐以 祖辈老年人为主。他们为了照护在城市读书的学生，更好关注学生学习情况，从农村 搬离到城市短居。在陌生的环境中，手机成为陪读老人与外界联系的主要工具。他们 通过手机与家乡的亲友保持密切联系，与孩子的陪读学校保持日常联系，更通过手机 购物满足日常生活的需求。随着手机智能化的不断提升，以及各种APP的开发，陪读 老人面对迅速发展的数字技术产品的使用往往会感到力不从心，随之产生了一系列智 能手机使用的问题，这些问题的解决关系到陪读老人在当地的适应、陪读效果以及自 身生活质量的提升。一方面需要面对陌生的生活环境，另一方面是“陪读者 ”和“老 年人 ”的双重特殊身份，陪读老人智能手机使用的问题和需求开始涌现。

针对以上情况，社会工作者以X中学陪读老人智能手机的使用为例，从以下几个 问题入手：陪读老人群体的智能手机使用如何？主要存在哪些方面的使用问题和需 求？这些需求是因何产生的？小组工作如何介入以帮助陪读老人进行数字赋能？在 介入前，通过在X中学周边小区发放80份问卷，以对陪读老人智能手机的使用状况和 需求进行了解和分析。发现他们在智能手机使用上存在着基本技能操作、微信支付、 网上购物、教育软件使用、网络真假信息鉴别、社会交往等方面的需求。为了帮助陪 读老人解决智能手机使用困难，满足陪读过程中的使用需求，更好融入城市陪读生活， 提高陪读效率。社会工作者在社会学习理论与增能理论的指导下，选择通过小组工作 的方法为X中学陪读老人进行数字赋能，进而为社会工作在此领域的应用提供相关的 实务经验。

在前期调研基础上，社会工作者筛选出在智能手机使用上存在较强需求的陪读老 人作为介入对象。在开展活动前，社会工作者与服务对象及其孙辈进行了深度访谈， 并结合访谈记录进一步确认他们的个人基本情况及智能手机使用现状及需求，设计小 组活动计划书大纲，对小组工作内容进行设计。社会工作者根据陪读老人在智能手机 使用上存在的基本操作、购物及教育软件、真假信息鉴别、交友等方面存在的问题或 需求，从“智能手机基本技能掌握 ”“智能手机软件掌握 ”“网络真假信息鉴别 ”“社 交网络 ”四个维度采用发展性模式小组工作对其进行介入。在小组开展过程中，社会

工作者积极扮演着引导者、支持者、策划者、使能者以及协调者等角色。通过“与你   初相识 ”“‘机 ’常使用 ”“与孩同行 ”“网购乐园 ”“火眼金‘睛 ’”“不说再见 ” 这六次主题小组活动帮助陪读老人提升智能手机使用能力，进行数字赋能。

在小组活动介入结束之后，社会工作者对小组介入的成效进行了评估，根据前后 测数据对比以及访谈记录，发现小组工作在为陪读老人智能手机使用的数字赋能上具 有一定的成效：第一，陪读老人能够掌握手机基本技能操作和软件功能，便利陪读生 活；第二，陪读老人能够提升对网络真假信息的鉴别能力，认识和了解网络诈骗手段 和方式，避免被诈骗；第三，陪读老人能够借助智能手机建立社会支持网络，拓展人 际关系网络，丰富老年陪读生活。

最后，本文对整个小组活动进行了总结和反思。从整个实务过程中可以发现，社 会工作通过小组工作方法介入陪读老人的数字赋能具有可行性和必要性，该方法有利 于帮助陪读老人减少数字鸿沟，提升智能手机使用能力，提高陪读效率，丰富陪读生活。

The implementation of the the policy of ‘consolidating and merging rural schools ’ has led to a sharp decrease in the number of primary and secondary schools in rural areas, with rural schools concentrating in towns. As people's emphasis on education increases, many rural parents choose to accompany their children to urban areas for schooling. With rapid economic development and the improvement of women’s status, more and more women are entering the workforce. Consequently, the main force behind ‘accompanying study ’ has gradually shifted to the elderly generation. In order to care for students studying in cities and better monitor their  learning progress,  many  elderly  people  from  rural  areas  have moved  to urban  areas  for  short  stays.In  unfamiliar  environments,  mobile  phones  have become the primary tool for elderly companions to stay connected with the outside world. They maintain close contact with relatives and friends in their hometowns through mobile phones, keep regular contact with their children's accompanying schools, and meet their daily needs through mobile shopping. With the continuous improvement of smartphone intelligence  and  the  development  of  various  apps,  elderly  caregivers  accompanying students often struggle with the rapidly evolving digital technology products. It has led to a series of problems related to the use of smartphones, which are crucial for the adaptation of elderly caregivers to local environments, the effectiveness of accompanying studies, and the  improvement  of  their  own  quality  of  life.  For  elderly  caregivers,  they  face  both unfamiliar   living   environments   and   the   dual    special   identities   of   ‘accompanying readers’and ‘elderly individuals ’. As a result, issues and needs related to smartphone usage among elderly caregivers    are emerging.

In view of the above situation, the social worker takes the use of smart phones for the elderly in X middle school as an example, starting from the following questions : How do elderly  caregivers  use   smartphones?  What   are  the  main   issues  and  needs  regarding smartphone  usage?  What   are  the  reasons  behind  these  needs?How   can   group  work intervene to help elderly caregivers become digitally empowered?Prior to intervention, the social worker distributed 80 questionnaires in the surrounding neighborhoods of X Middle School to understand and analyze the current status and needs of smartphone usage among the elderly caregivers. It was found that they encounter difficulties and have needs in basic technical   operations,    WeChat   payment,    online   shopping,    educational    app   usage, distinguishing between genuine and fake information on the internet , and social interaction through   smartphones.   Additionally,   the   majority   of   elderly   companions   expressed difficulties in identifying genuine information online.To help elderly companions overcome smartphone usage difficulties, meet their needs during companionship, integrate better into urban life, and enhance companionship efficiency, social workers, guided by social learning theory  and  empowerment  theory,  opted  to   conduct  group  work  to   empower  elderly companions at X Middle School digitally. This endeavor aims to provide relevant practical experience for the application of social work in this area.
Based on preliminary research,  The  social  worker  selected  elderly  caregivers  who  faced  difficulties  and  had  strong  needs  in  smartphone  usage  for  intervention.  Prior  to  conducting activities, The social worker conducted in-depth interviews with the service  recipients   and   their   grandchildren.   They   combined   interview   records   with   further  confirmation of the elderly individuals' basic personal information, smartphone usage status, and needs to design an outline for group activity plans and to devise the content of group  work.The  social  worker  intervened  through  developmental  model  group  work  in  four  dimensions: ‘Basic  Smartphone  Skills  Operation’, ‘Smartphone App Mastery’, ‘Internet  Authenticity Discrimination’, and ‘Social Networking ’. Throughout the group activities, the  social worker played active roles as guides, supporters, planners, enablers, and coordinators. Six themed group activities—‘First Encounter’, ‘Frequent Use’, ‘Accompanying Children’,  ‘Online  Shopping  Paradise’,  ‘ Sharp-eyed   Online  Navigation’,  and  ‘Goodbye  Without  Words’—were  conducted  to  help   elderly   caregivers  enhance  their   smartphone  usage  abilities and achieve digital empowerment.

Following the conclusion of group activity interventions, the social worker evaluated the effectiveness of the interventions. Through comparison of before and after data and analysis of interview records, it was found that group work had achieved certain results in empowering  elderly  caregivers  in  the  use  of  smartphones:  Firstly,  elderly  individuals gained  proficiency  in  basic  smartphone  operations  and  app  functions.  Secondly,  they enhanced their  ability  to  discern  authentic  information  online,  becoming  aware  of and understanding online fraud methods to avoid being deceived. Lastly, they were able to establish social support networks and expand their social relationships through smartphone usage, enriching their experience as elderly caregivers.
In  conclusion,  this  paper  provides  a  summary  and  reflection  on  the  entire  group activity.  Observing the  entire practical process,  social work  intervention through  group work methods in the digital empowerment of elderly caregivers is feasible and necessary. This  method  is  conducive  to  reducing  the  digital  divide,  enhancing  smartphone  usage abilities,  improving  caregiving  efficiency,  and  enriching  caregiving  experiences  among elderly individuals.
 

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（三）研究报告

［69］United States Department of Commerce,National Telecommunications and Information Administration[NTIA]. ‘ Digital Nation:21st Century America’s Progress toward Universal Broadband Internet Access ’[R].white paper,2010:8-9.

四、报纸和网站资料

［70］习近平：关于《中共中央关于制定国民经济和社会发展第十四个五年规划和二〇三五远景目标的建议》的说明，新华社，2020.