A Practical Exploration of System Theory in Volunteer Teaching for Left-Behind Children School—Taking H Primary School in Fujian Province as an Example

在教育公平背景下，留守儿童作为社会发展转型过程中出现的特殊群体，其发展关乎国家推进乡村振兴战略的进程。系统理论作为强调整体和联系的理论体系，为开展留守儿童学校支教研究提供了一个新的视角。在传统的支教中，存在着支教质量难以保障、支教影响力难以持续、支教活动靶向模糊等问题。基于系统理论，文章以福建省留守儿童学校H小学为例，从微观系统、中观系统、宏观系统三个层面就留守儿童学校的支教模式进行了探究。In the context of educational equity, the development of left-behind children, as a special group emerging in the process of social development and transformation, is related to the process of the country’s promotion of a rural revitalization strategy. Systems theory, as a theoretical framework that emphasizes wholeness and interconnectedness, offers a new perspective for conducting research on volunteer teaching for left-behind children. Challenges arise in traditional volunteer teaching, including inconsistent quality in educational support, unsustainable long-term impact, and ambiguous targeting objectives. Based on the systems theory, this paper takes H Primary School, a school for left-behind children in Fujian Province, as an example, and explores the model of teaching support in schools for left-behind children through three dimensions: microsystem, mesosystem, and macrosystem.