Primary School Chinese Teaching And The Cultivation Of Positive Personality Of Left-behind Children In Rural Areas

Left-behind children are accompanied by the emergence of migrant workers, which is a new group,and the main force of Chinese future rural development. At present, there are about sixty million left-behind children in China,who are faced with the pressure of learning, life and depression.Due to the shortcomings of the family education, the school education and the social environment, their developments of personality are not going well.For the sake of improving the overall quality of rural left-behind children and the primary school language classroom teaching,we should pay very close attention to the cultivation of positive personality,such as the ability of self-survival and self-development,the consciousness of self-protection, the spirit of cooperation and collectivism, the ability to love and be loved,which is urgent and has a profound influence on the healthy growth of the left-behind children and the harmonious development of our society.Based on the language classroom teaching and clearing language teacher identity, the author selects positive personality of the left-behind children as the starting point of the study combined with the characteristics of primary school language teaching,which is a new topic of Chinese language teaching. With the understanding of the situation of the current rural left-behind children`s personality, the author researches the importance of cultivating the positive personality of the left-behind children, and analyzes the relationship between primary school Chinese teaching and the cultivation of the rural left-behind children`s positive personality. According to the Hunan Chinese textbooks for primary school,the author mainly discusses training of left-behind children positive personality in terms of the reading teaching, writing teaching, oral communication and integrated activity. In addition, the Chinese teachers can also use their own personality charm and shape their own positive personality in order to build a harmonious and happy relationship between teachers and students and shape the rural left-behind children active personality. This research aims to study the emotion and the language teaching of the left-behind children, improve the interest of Chinese learning, and effectively promote the formation of active personality of left-behind children.