留守儿童关爱教育的新路径探索——以“三下乡”实践团队为例

Exploring New Pathways for Care-Oriented Education of Left-Behind Children—Taking the “Three Rural Issues” Practice Team as a Case Study

摘要: 聚焦“三下乡”支教活动中留守儿童的情感教育与文化认同缺失问题，探索将地方文化(微山湖文化)资源转化为育人载体的实践路径。以某高校“三下乡”支教团队为例，通过各类互动式活动等创新形式，实现留守儿童思想引领、情感陪伴与文化自信培育的三重目标，为乡村振兴中的教育帮扶提供可复制范式。

Abstract: Focusing on the issues of emotional education and cultural identity deficiency among left-behind children during the “Three Rural Issues” volunteer teaching activities, this study explores practical approaches to transform local cultural resources (Weishan Lake culture) into educational vehicles. Taking a university’s “Three Rural Issues” volunteer teaching team as a case study, it employs various innovative forms of interactive activities to achieve the threefold objectives of ideological guidance, emotional companionship, and cultural confidence cultivation for left-behind children, thereby providing a replicable model for educational support in rural revitalization.