Research On The Problems And Countermeasures Of Life Skill Training For Urban Primary School Boarders

Since entering the 21 st century,with the acceleration of economic globalization and urbanization,a number of parents with urgent needs for boarding education have emerged in cities.In order to balance work and education and provide children with better prospects for development,they have changed their traditional education concepts and are no longer blindly involved in traditional forms of education.Instead,they advocate sending children to boarding schools that have both international education and teaching concepts and focus on cultivating their life skills.International boarding schools in the lower age bracket provide parents with another educational model,but they also create various educational problems.Primary school students have characteristics such as young age,immature mind,and weak ability to adapt to the environment.However,primary school boarders lacknecessary family education to some extent,and their psychological and behavioral problems are increasingly prominent.Moreover,primary school boarders have a dependency on their parents and families,while also facing a boarding environment of self-living and learning,the contradiction between these two aspects makes the completion of the teaching task of cultivating primary school boarders’ life skills face multi-dimensional challenges.This study selected urban primary school boarders from Grade 1 to Grade 6 of Y School in Guangzhou as the research object.According to the physical and mental development characteristics of urban primary school boarders,the five dimensions of social and interpersonal skills,self-awareness skills,self-care ability,coping with emotions,and problem-solving skills were used as the entry points,the action research was taken as the guidance,and based on literature research,questionnaire survey and interview as major research methods,data statistics and analysis were conducted,find out the theoretical research results.Finally,strategies for optimizing the cultivation of primary school students’ life skills were proposed from the aspects of social,family,school,and student.Based on the data statistics and analysis of the questionnaire,the author draws the following conclusions: from the current situation assessment,the overall situation of life skills of urban primary school boarding students in Guangzhou Y School is poor,and there are many shortcomings in life skills cultivation.From the perspective of research objects,the self cognitive ability of junior boarders of primary school is relatively low;all boarders in primary schools generally perform poorly in terms of self care ability;in terms of interpersonal skills,there are more peers and same-sex peers,there are problems on communicating with classmates at other age levels,and they cannot handle conflicts in interpersonal communication well;urban primary school boarders exhibit inability to properly regulate their emotions when dealing with emotional problems,and are easily influenced by others,with significant emotional fluctuations;in terms of problem decision-making and resolution,senior boarders in primary schools are obviously better than junior boarders,who often come up with better solutions when encountering difficulties.The analysis of the results of this study suggests that the key to improving primary school students’ life skills lies in the coordination of society,family,and school,and developing corresponding life skills based on grade,physical and mental development characteristics.In the social sphere,it is necessary to abandon the old and seek a new life,dispel prejudices,and create a good social atmosphere for the cultivation of life skills among urban primary school boarders.In family education,parents need to change their awareness,not blindly give their children attention and training in learning.They should proceed from reality,give their children appropriate freedom,not coddle their children,and respect their choices.Schools are the most important and core part of the curriculum.First of all,it is necessary to control the quality of teachers,improve their recognition of life skills cultivation,improve their ability to cultivate life skills through multiple channels,and establish and seriously implement life skills courses.Life skills courses should not be made into a dispensable or perfunctory curriculum.Students should truly sense the importance of life skills and be able to apply what they have learned.