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The Use of Internet Learning Resources of Left-Behind Children and Their Psychological Influencing Factors

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The Use of Internet Learning Resources of Left-Behind Children and Their Psychological Influencing Factors ISSN: 2652-4813 Journal of Education and Teaching Management Research Vol. 1, No. 3, 2020, pp. 27-29 The Use of Internet Learning Resources of Left-Behind Children and Their Psychological Influencing Factors Yixuan Qian Xi’an Jiaotong-Liverpool University, Xi’an, Shaanxi, China ABSTRACT. 2020 is the year of tackling key problems in my country's fight against poverty. The state and government are paying more and more attention to the “poverty and wisdom” of left-behind children in poverty-stricken areas. This article sorts out, summarizes and evaluates the research on the use of online learning resources of left-behind children in poverty-stricken areas of northern Guangdong and their psychological influencing factors, actively seeks innovations, establishes ideas and frameworks for in-depth research in the future, and proposes future research Pre-ping rules to guide further research. KEYWORDS: Marketing model, Big data, Fan portrait 1. Introduction Since my country's reform and opening up, the economy has developed rapidly, and large-scale labor force has shifted from rural areas to cities. At the same time, a large number of labor forces have been transferred from urban areas. Lu Jingliang pointed out in the “Guangdong Thousand Villages Survey 2018 Research Report” that rural populations to make a living in cities are an important way for rural employment in Guangdong. People in mountainous areas mainly find jobs in Guangzhou and Shenzhen, and they mostly choose industry, catering services, and construction. The characteristics of migrant workers throughout the year are: young age, low proportion of married, and high level of education. The average annual income of migrant workers in Guangdong Province is 35520 yuan, while the annual per capita income in rural areas is 1166 yuan. The highest is in the Pearl River Delta region, while the lowest is in rural areas. The consumption level of Guangdong is ranked from high to low: five cities in the mountainous area, three cities in the west wing, four cities in the east wing and nine cities in the Pearl River Delta. Due to local economic conditions and other reasons, most young people choose to go out to work, which makes the problem of left-behind children even more serious, and the situation of left-behind children in northern Guangdong with lower income levels is more obvious. In 2016, a team conducted a survey and found that the proportion of left-behind children in poverty-stricken areas nationwide was 20.3%, accounting for more than 1/5 of the total number of children. Among more than 90% of left-behind children, their main caregivers are grandparents, with an average age of 59, and more than 70% of them have primary school and primary school education. Guangdong is a large province with population migration and total population. The data in the “Guangdong Thousand Villages Survey 2018 Research Report” shows that the proportion of left-behind children in rural areas is 45.41%, which is significantly higher than the average level of left-behind children in the province. The northern region occupies the majority[1]. Based on the investigation and study of the use of left-behind children’s online learning resources, based on psychological factors, based on Heyuan City, Guangdong Province, Heping County, this article briefly reviews and evaluates related research, and prospects the related research content. In-depth research to lay the foundation. 2. Research Review and Evaluation 2.1 Related Research on Education of Left-Behind Children Xing Huibin, Yang Qing, and Zhu Yanyi (2019) conducted research in Hebei Province and found that the impact of the family environment (parents not around) is that children are at a significant academic disadvantage compared to children with their parents around, and they also face “ “Mental poverty” (Here, mental poverty refers to the situation where one of the parents or both parents is working in a different place instead of local, which brings social pressure, life pressure, learning pressure and interpersonal pressure to the left-behind children. As a result, the left-behind Copyright © (2020) Taylor & Wales Publishing 27 DOI:10.33969/twjournals.jetmr.2020.010307 Yixuan Qian children have a lower mental, ideological, personality, sense of security and other spiritual needs or identity than healthy children. More importantly, if a family can’t get together, if they can’t get enough academic support, the situation of left-behind children will be even more difficult. 2.2 Related Research on Education in Poor Areas Tian Jun, Tu Jixin and Tu Deaf (2019) used questionnaire surveys, semi-structured interviews, and field observations in order to verify whether “localization” (building a school community through the Internet) can help teaching resources in poverty-stricken areas such as rural areas Finally, it is concluded that the “localization” strategy can effectively help the growth of teaching resources in poor areas such as rural areas[2]. Li Yunhua, Zhu Huixia, and He Xiaoling (2014) conducted a field research on the teaching situation in Heping County, Heyuan City, Guangdong Province. They selected 430 teachers from rural primary schools in Heyuan City, Heping County, and used a combination of questionnaires and interviews to investigate the classroom abilities of primary school teachers in poor areas. Finally, they drew several main conclusions: First, the classroom monitoring level of primary school teachers in poor areas is low; second, the classroom ability of primary school teachers in poor areas has phase characteristics; third, focus on lesson preparation There are differences among teachers with different teaching abilities; fourth, classroom teaching ability is significantly related to post-teaching thinking and improvement. 2.3 Related Research on Educational Poverty Alleviation Liu Huifeng (2019) discussed the importance of education for poverty alleviation today. Through the demonstration, the researchers believe that education poverty alleviation largely isolates the transmission of poverty, and the “Internet Ten Education” provides technical support for targeted poverty alleviation in poor areas, helps the cause of targeted poverty alleviation by education, and isolates the impact of backward culture Impoverished areas and the imperceptibility of the population; and today, the “Internet Ten Education” meets the urgent requirements of today's rapid economic development. And even if there are many difficulties, the proportion of individuals and social forces in the “Internet Ten” education poverty alleviation continues to increase, helping my country's education poverty alleviation cause. To promote “Internet Ten” education to help precision poverty alleviation, researchers believe that not only should we start to accelerate the foundation of education informatization, but also pay attention to the construction and management of the teacher team and the handling of issues such as students' e-resource literacy. 2.4 Summary and Evaluation In summary, scholars at home and abroad have conducted in-depth research on education in poverty-stricken areas, education of left-behind children and other related issues. Their research conclusions have certain advantages and applicability, but there are also some defects. For example, in terms of education, many people use left-behind children as their entry point, but few are involved in the field of analysis from the perspective of network resource usage. In addition, the governments of some poor areas did not pay attention to the peculiarities of left-behind children and their psychological effects in education and poverty alleviation. Therefore, on the basis of relevant domestic and foreign literature, this project will investigate the use of left-behind children’s online learning resources and their psychological influencing factors, with a view to further enriching and developing existing research results, and suggesting relevant and feasible issues for left-behind children Sexual solutions. 3. Research Ideas and Prospects 3.1 Research Idea First of all, through the Internet investigation method and the literature research method, to understand the policy environment, the status quo of left-behind children in northern Guangdong, the status quo of online learning resources, and the status quo of government education for poverty alleviation, so as to prove that our research has practical value. Secondly, through questionnaires and field interviews, in-depth and specific research on the use of online learning resources for left-behind children in poverty-stricken areas in northern Guangdong and their psychological influencing factors, supplementing the research on left-behind children education in poor areas in terms of online learning resources. Finally, through the data and analysis of the survey, conclusions are drawn, and suggestions are given to improve the use of online learning resources for left-behind children in northern Guangdong, helping the government to more effectively and effectively implement the call for “helping the poor and helping the smart”. 28 The Use of Internet Learning Resources of Left-Behind Children and Their Psychological Influencing Factors 3.2 Analysis of the Status Quo of Left-Behind Children in Poverty-Stricken Areas of Northern Guangdong Investigation on the basic living conditions of left-behind children in poverty-stricken areas of northern Guangdong. Through telephone interviews, local surveys, and questionnaire surveys, we can understand the current
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