【作 者】：
田 俊， 王继新， 王 萱， 韦怡彤
【关 键 词 】：
教学共同体； 孤独感； 在地化； 互联网+； 留守儿童
【栏 目】：
教育信息化
【中文摘要】：
社会支持对激发留守儿童的心理韧性非常重要，也是影响孤独感的主要因素之一。文章阐释了“互联网+”在地化教学共同体的含义、特征，及其对留守儿童提供的智力和情感两个维度的社会支持。在湖北省崇阳县6个乡镇、16所乡村学校进行了随机抽样，完成了留守儿童孤独感测量和基于事件的师生访谈，检验了在地化的城乡共同体所提供的智力支持和情感支持对改善教学点留守儿童孤独感的效果。结果表明，实验校各年级留守儿童的孤独感量表得分均显著低于非实验校，且在孤独体验、社交能力评价和同伴支持三个维度上均呈现显著差异，说明基于“互联网+”的在地化教学共同体为留守儿童提供的社会支持对改善孤独感有显著作用。基于分析结果，文章聚焦乡村教育的在地化，从共同体立足地方的活动开展、地方性知识的教学融入两个方面提出了为留守儿童提供社会支持的建议。
【英文摘要】：
Social support is very important to stimulate the psychological resilience of left-behind children, and it is also one of the main factors affecting loneliness. The paper explains the meaning and characteristics of the "Internet +" localized teaching community and its intellectual and emotional social support for left-behind children's loneliness. Based on a random sample conducted in 16 rural schools in 6 towns in Chongyang County, Hubei Province, the loneliness of left-behind children measured and an event-based teacher-student interviews carried out, the effects of intellectual and emotional support provided by the localized rural-urban community on improving loneliness of left-behind children in teaching spots were examined. The results show that the scores of loneliness scale of left-behind children in experimental schools are significantly lower than those of non-experimental schools, and there are significant differences in the three dimensions of loneliness experience, social ability evaluation and peer support. This shows that the social support provided by the localized teaching community based on
"Internet+" for the left-behind children plays a significant role in improving loneliness. Based on the analysis results, this paper focuses on the localization of rural education, and proposes social support for left-behind children from two aspects: community-based local activities and local knowledge integration.