The Minority Regions Of The Left-behind Children' Family Education In The Background Of Economic Development

The 1990s, as china's urbanization process has been accelerated and some more gravitate labors of the poor ethnic minority areas have moved toward the cities.And their children were left-behind the countryside, which have cause a series of social problems. The left-behind children'family education is one of them. As the children'guardian, Parents have take an important role in the child's development process.They take the most concern in the left-behind children'studying in school.And often ignore their psychological changes, character building and so on.So it is very easy to make the children more unregistered problems and obstacles in their learning and interpersonal.This paper take na villages of Pingguo county,Guangxi as an example.We focus on the problems of the left-behind children'family education in the minority areas of guangxi.Analyse of the left-behind children'etiquette and ethical,knowledge of history,production skills,knowledge of life and nature,social experience and local knowledge of inheritance and so on. Pointed out that the influence to the left-behind children under urbanization. Explore the path which could choose and put forward some countermeasure and recommendations for the family education of the left-behind children."Weiyu"theory creatively merged the biological point of view of Western and Chinese traditional culture together."Weiyu"does not means simple adaption, it emphasizes the initiative of the subject, which make that between people and people, people and the environment to achieve a harmonious coexistence and movement ecumenical relations of the state. The paper through explaining Pan's theory of"Weiyu", analyzes its revelation to left-behind children family education in order to provide reference to family education.