A Study On The Personality Cultivation Education Of Korean Left-behind Primary School Students

Since 1990s, China and South Korea established diplomatic relations; the Korean people began a massive outflow. Korean as cross-border ethnic groups, have a genetic relationship, geographic advantage and special cultural characteristics, have been to Korea, Japan and other countries for the export of labor services. At the same time, as a large number of Korean and Japanese enterprises presence in China, Korean also have been to foreign-funded enterprises in Beijing, Shanghai, Guangzhou to work, as a result Korean left-behind children increase and their education has become the focus of social concern. Korean left-behind children because of their unique characteristics and formation reasons mostly have a basis of good material life. However, the long-term absence of parental care and education, leading to these left-behind students’ varying degrees of error in psychology, behavior, and moral aspects, gradually they showed many problems of character education. At present, research literature about character formation of Korean left-behind children is few. Therefore, the study chooses 6 Korean primary schools in Heilongjiang Province, Harbin City and Mudanjiang area as the research object, doing a more in-depth field investigation research and analysis on Korean left-behind children’ character formation education. The thesis is divided into four parts:The first part is the introduction, mainly expounds the origin, research purpose and significance of the problem, in the form of literature review, summarizes the situation of foreign left-behind children and domestic left-behind children character research;The second part is the investigation and analysis of the Korean left-behind children personality status. Through interviewing with Korean elementary school, the basic situation of the Korean left-behind children, the school left-behind children personality develops education present situation and other three aspects to show the Korean left-behind pupils’ development status of character formation.The third part, on the basis of investigation and analysis, and points out the problems of Korean left-behind pupils personality develop education in five aspects: first is teachers’ focus deviation; second is that psychological counseling mechanism is not good enough; the third is more lack of home school cooperation; the forth is that school aid system exists faults; the fifth is left-behind children’ own factors. Therefore, the main causes of these problems are connected with school education’s weakness, the absence and deviation of family education, the impact of social adverse factors such as the three major factors.The fourth part, mainly from the four aspects of society, schools, families and students themselves, put forward countermeasures and suggestions to create a good social environment, pay attention to school education leading role, play a security role of family education, strengthen the students’ self management, shaping Korean left-behind pupils’ good character.This study suggests that character education has a very important significance on children’ all-round development and the development of education. Schools should play their own advantages in education, and create conditions effectively to assume responsibility of the left-behind children character of nurturance education, through the warmth of teachers and the school collective life to make up for the negative influence of parent-child relationship’s deficiency on the character formation and development; the impact of family education on shaping a child’s character is most profound and significant, family education is accompanied by the growth of a child’s life, the kinship as a link has more advantages than other education. Therefore, we should pay special attention to the family education’s role in safeguarding; meanwhile, the society should strengthen and improve the relevant system, create a harmonious and friendly social atmosphere. Only the social, school and family work together to establish a coordinated education monitoring system, in order to cultivate left-behind children good character.