Emotional Characteristics Of Children Of Migrant Workers And Education Strategy

Under the special background of contemporary economic and social systems, there have appeared those typical state-run junior middle schools composed of children from city immigrants' families whose parents are migrant workers. How to improve managing quality of those schools and let these students incorporate the city life so as to develop these students'personalities mentally and physically has become an urgent and tough problem in the process of compulsory education.Emotional growth is of importance during the forming of teenagers'personality. Yet in some degree, emotional education among these students was somehow a problem. They are lack of positive emotional experience and in great need of emotional education. These disadvantages have obviously influenced the development of those children's healthy personalities and the improvement of their learning habits. This research is based on Caixiang Middle School, where the author works. The author adopts the emotional education as the cut-in point, taking the students from city immigrants'families as the research samples. This text uses relevant methods such as literature, questionnaire, interview and case analysis, etc. to make large investigation, interview and analysis among author's own state-run school. The author hopes that the text will be beneficial reference to other similar schools.Through a great deal of investigation and analysis, the author has discovered that those students from city immigrants'families have their typical emotional moods, which are different from the urban residents'children on three aspects. Meanwhile, they have also shown their emotional weakness or disadvantages:sensitivity, self-contempt and extreme on self-awareness; anxiety, coward and lack of confidence on intellectual mentality; oppression, solitary and lack of activity on interpersonal communication. The reasons why these problems exist may because of the lack of good family education and these students' family and social background. Their teachers'warp and some native people's prejudice in the process of education may be another inevitable reason. On this basis, the author has developed some meaningful exploration on the following three strategies:Firstly, teachers should improve their personal qualities and abilities on emotional education as well as their own moral and personal attraction. Secondly, teachers should analyze the similarities and differences upon students'emotion. We need to satisfy their positive emotional needs and at the same time, correctly treat their weakness in emotion. Thirdly, build up an emotional education trinity led by schools and teachers that is consists of family, society and school. Correcting the parents' educational ideology and cultivating scientific family education ideology should be the solution. Lastly, it's necessary to strengthen the function of education, respect and care for every student, create a harmonious and fraternal class, change their emotional weaknesses to a better direction through positive emotional experience.