Study On School's Cultural Adaptation Of Relocated Children

Accompanied by the acceleration of industrialization and urbanization in China,a large number of migrant workers are making a living in the cities with “family relocates” characteristic.After the government introduced the “two-based” policy,the relocation of children's basic policies enabled them to step into the urban public education system.However,under the urban mainstream culture characterized by modern industrial civilization,the children of the relocated families who grew up in traditional local civilizations are in the status of “weak culture”,and because of language style,behavior habits,and communication patterns,they have caused the school culture of their children to adapt.On the basis of previous research,this article is based on the Ogbur culture-ecology theory of the family parenting framework model,using the Z elementary school in Zhengzhou as a case,using the qualitative research method,after living in the migrant workers gathered area and Z primary school.During the six months of in-depth research,the status quo of the cultural ecology of the children of the relocated families and the adaptation of the public schools of the children of the relocated children were investigated.The impact of the family cultural ecology on the school's cultural adaptation of the relocated children was highlighted,and it was hoped that the family-school cooperation could be adopted.Provide support for the cultural adaptation of the public schools in the relocated children.The specific findings are as follows:1.Cultural adaptation strategies of parents of children of Z primary schools in Zhengzhou city are mainly based on the adaptation of strong urban cultures,and actively seek the strong urban culture-democratic type of family education and culture,and strive to create a good family culture atmosphere for the children who move with them.Based on Ogbur's framework of parenting under the cultural ecology,the author selected a questionnaire on parents' urban cultural strategies and parental rearing methods to carry out a preliminary survey,and detailed the different family culture and ecological patterns through home visits.2.Based on the observation,interviews,and assignments,a series of diachronic “deep descriptions” of school children's cultural adaptation patterns in Z primary schools were conducted on six children from different families and cultural ecology types,and their school cultural adaptation processes were summarized.Cultural adaptation features.The process of cultural adaptation is the result of the combined effects of multiple paths in the four levels of school culture,of which spiritual and cultural adaptation plays a central role in cultural adaptation.Among them,the material culture adapts best,the spiritual and cultural adaptation has a certain secretiveness,the institutional culture is most affected by the consciousness of cross-cultural adaptation,the behavioral culture is most explicit,and the conflict is most likely to erupt.3.Combining with Ogbur's cultural-ecological theory,this paper analyzes the reason of the school's cultural adaptation of Z school children who come from different families.The adaptation of school culture to different states shows that:(1)The “fit” of family culture in school culture and school culture is the basis for cultural adaptation;(2)Cross-cultural adaptation is the quality and ability of cross-cultural adaptation.Keys;(3)Parents' effective parenting behavior is a regulator that promotes students' cross-cultural adaptation,and it has a positive debugging effect on the adaptation of school children's culture.4.Based on the results of the analysis of the causes,explore the supporting strategies for adapting the school culture of the children whose families and schools cooperate.