A Study On Lack Of Family Education Problem Of Chinese Korean Left Behind Children

After the reform and opening up, a large number of migrant workers in Chinese Korean go abroad due to special advantages in human relation and geopolitical convenience, causing the problem of the left-behind children. As the Korean left-behind children are mostly brought up and educated by grandparents, their family education quality and level have direct impact on their healthy growth. In recent years, for the left-behind children, the cross-generational family education has aroused the problems, reflecting that the cross-generational family education phenomenon is worth our attention and study.Taking the left-behind Korean children and grandparents as the research objects, this paper explores the systematic research on the basis of using various research methods such as literature method, observation method, interview method, questionnaire research. First, as the Deputy head teachers and after-school classes part-time teachers, the authors spent one and a half years in observing 85 children in schools, including class attendance state, ordinary performance, interpersonal relationship, life self-care ability, homework completion, school’s attention to the left-behind children, and interviewing 80 (including 52 left-behind"children),43 parents(including 24 grandparents)and three head teachers, and conducting a questionnaire for 310 parents(including 80 grandparents).In the survey, the following findings are obtained:(1) for the left-behind Korean children, their cross-generational family education is moderate in terms of education content; (2) their cross-generational family education is better in terms of moral education; compared with core families’moral education content, there exist no disadvantages; (3) compared to core families, they have disadvantages in these aspects:family intellectual education, physical education, labor education, psychological health education content; (4) there is a significant correlation between family education factors and family education content; (5) the grandparents have these problems in the children’s education:intellectual education, physical education, labor education, mental health education and other aspects.Through the analysis and discussion, four conclusions are drawn:(1) for the left-behind Korean children, their cross-generation family education has the characteristics of "three emphasis and one rejection":emphasis on moral education, emphasis on life habits education, emphasis on family safety education, and rejection against family information literacy education; (2) affected by the cultural level of grandparents and their attitudes towards intellectual education in family and family cultural environment, the left-behind Korean children encounter the problem of family intellectual education deficiencies; (3) affected by grandparents’ability in family labor education and their attitude toward labor education, the left-behind Korean children are insufficient in family labor education content; (4) affected by the family’s cultural environment, grandparents’ attitude towards mental health education and their ability in this aspect, the left-behind Korean children are insufficient in family physical and mental education content. On this basis, four proposals are put forward:(1) the children parents should be aware of their lack of family educational skills, and actively seek guidance and help in family education; (2) through the establishment of cross-generational family education association, the school should help these parents have the correct family education attitude, and help grandparents make clear their responsibilities in family education; (3) the local women’s Federation, the Ministry of Education Committee, and social educational institutions should provide the systematic and scientific help for grandparents through the establishment of cross-generational family education training school; (4) the school and the society should disseminate the knowledge of family education by means of the strength of traditional media and new media, providing help for the development of family education.