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
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.