摘要
以陕西省南部S镇一所乡村小学“社工信箱”为例,考察留守、寄宿背景下学生通过书信寻求情感支持的过程。基于2023年9月至2024年6月学生413封来信及相应回信、社工日志,运用主题分析法梳理来信主题、叙事方式与回信策略。研究发现,学生书信主要围绕学业与制度安排、同伴与师生关系、情绪与自我评价三类困扰展开,语言以短句、口语化和简易隐喻为主。驻校社工多采用情绪接纳、澄清情境、共同商量等做法,并在3~5天固定频率下持续回信,部分来信在多轮往返中出现自我暴露加深与信任提升。这为资源有限的乡村学校通过简易书信机制开展低门槛、可持续的情感支持提供了参考。
This study takes the“Social Worker Mailbox”at a rural primary school in S Town,southern Shaanxi,as a case to examine how students in a left-behind and boarding context seek emotional support through letter writing.Based on 413 student letters written between September 2023 and June 2024,the corresponding replies,and the school social worker's field notes collected between September 2023 and June 2024,it uses thematic analysis to sort out letter themes,narrative patterns and response strategies.The findings show that students'letters mainly revolve around three types of difficulties—academic and institutional demands,peer and teacher relationships,and emotions and self-evaluation—and are characterized by short,colloquial sentences and simple metaphors.In their replies,the on-site social worker mostly combines emotional acknowledgment,clarification of the situation and joint discussion of possible actions,and maintains a stable 3~5 day reply rhythm.In some multi-round exchanges,students gradually deepen self-disclosure and express greater trust.These experiences provide a reference for resourse-limited rural schools to use simple letter-based mechanisms to offer low-threshold and relatively sustainable emotional support.
作者
樊榛
FAN Zhen(College of Philosophy,Northwest University,Xi'an 710127,China)
出处
《渭南师范学院学报》
2026年第1期85-94,共10页
Journal of Weinan Normal University
关键词
留守儿童
社工信箱
弱连接视角
情感共鸣回应机制
书信互动
left-behind children
Social Worker Mailbox
weak ties perspective
emotional resonance response mechanism
letter-based interaction
