Since the reform and opening up, China's economic development has entered a new stage of development. High-rise buildings have sprung up, and emerging cities have mushroomed. The rapid development of urban economy needs a lot of labor, so some young rural migrant workers began to flood into cities to earn money to support their families. Their children stayed in the countryside and were entrusted to the elderly or relatives and friends to raise them, becoming left-behind children. At present, left-behind children in rural primary schools face many educational problems. I. Formation of Left-behind Children "Left-behind children" in rural areas refer to minors whose parents or unilateral parents go out to work for a long time and leave their children to their elders or relatives for care and management. With the reform and opening up, the constraints of farmers' going out for employment have been gradually lifted, and the cross-regional flow of rural labor force has become increasingly active. Nowadays, in the vast rural areas, more and more family couples leave their hometowns and flock to cities to work. Most migrant workers leave their school-age children at home and are supported by the elderly or relatives at home. As a result, a unique group-left-behind children has formed in rural areas. According to the survey, in 194, there were about 100 migrant workers in my hometown and about 50 left-behind children. Today, there are more than 2,000 migrant workers and about 800 left-behind children. Second, the education of left-behind children 1. Present situation of left-behind children's education: Li in Longyang Village was a smart, lively and lovely child when he was a child. In the third grade of primary school, his parents went to Guangdong to work and left him to his grandparents in their sixties. Li often plays with some young people who are not doing their jobs. He learned to smoke, drink, fight and go to Internet cafes. I am listless in class, don't do my homework, and my academic performance is old. The teacher patiently taught him, but he turned a deaf ear. Helpless, the teacher contacted his grandparents, who educated him. He replied, "What do you know? The purpose of surfing the Internet is to learn new science and technology. You haven't heard of' it's the age of science and technology, and it's hard to find a good job in the future'. Now I am trying to cultivate my interest in learning science and technology. " Because they didn't read books when they were children, the two old people suffered a lot from illiteracy all their lives, and they were speechless about their grandchildren's thoughts and behaviors. His parents called back and told him to listen to his grandparents, study hard and be filial to them. He promised well, but he couldn't do it. A sentence that often hangs on his lips is "none of your business, my parents don't say anything, what do you say?" He gradually developed the bad habit of gluttony and fun, and had no intention of going to school at all. 2. The problem is attributed to (1) grandparents. The vast number of young migrant workers have not only made great contributions to the modernization of the city, but also made great contributions to the economic development of their hometown. However, their children-"left-behind children" are facing many educational problems: their parents go out to work and do nothing. Many parents feel very guilty because they didn't take care of their children at home. The only way to compensate is to give children more pocket money. So as long as their children call, they will send money back. Children buy snacks as soon as they have change. They don't know how to make money, nor do they know the hardships of making money. Gradually, I developed a bad habit of coveting enjoyment and not knowing how to cherish the fruits of labor. Once there is no money to use, learn to steal, learn to cheat, and gradually go astray. Secondly, grandparents' knowledge can't keep up with grandchildren. They can only manage food and shelter but can't teach them. They are very willing to learn from their children. Children of relatives can't get the discipline they deserve. According to the survey, most of the young people who go out to work in our towns go home once or twice a year. They can't give their children a good education in such a short time. Although they usually contact each other by telephone, many children always agree to their parents' demands during the call, but they often forget their parents' instructions when they do things themselves. Sometimes they forget to study after playing too much, and sometimes they do bad things with their classmates without being disciplined. Children's academic performance drops or they have bad behavior, and their discipline is not strict. (2) children. Children are curious, easy to accept new things, and like to look for new and exciting things, but their ability to distinguish and control themselves is poor. In their spare time, they will look for new and exciting things to do. Imitate adults to smoke and drink, and sometimes fight with classmates. After catching these bad habits, I have no intention to go to school, my academic performance drops, and I am tired of learning. According to the survey, there are four kinds of guardianship methods for left-behind children: intergenerational guardianship, single parent guardianship, relatives or friends guardianship and self-guardianship. Among them, intergenerational guardianship accounts for about 80%, and single parent guardianship accounts for about 12%. In these types of guardianship, left-behind children have different degrees of life and psychological burden. Left-behind children whose mothers are guardians can get the best care in life, but their relatives or friends take less care, intergenerational care is worse and self-care is the worst. In addition, the problems reflected by children under the guardianship of the next generation are also thought-provoking: due to their ancestors, low education level or illiteracy, or grandparents doting on their grandchildren because of the special relatives of the next generation, they often do wrong things when their children do bad things, thinking that their grandchildren are too young to understand, but when they are old, they will naturally understand and give up educational opportunities, resulting in these left-behind children not enjoying normal family education and care, resulting in personality and psychological deviation. Third, the solution to the education problem of left-behind children 1. Responsibility is the premise of doing a good job. The core idea of the new curriculum reform is "people-oriented, paying attention to the development of every student". The head teacher should firmly establish the educational concept of "people-oriented" to serve students, especially left-behind children, and the head teacher should invest more energy. "For all students, for all students, for all students." Strengthen home visits, keep abreast of these students' life, physiology, psychology and study problems, and give these students more care through home visits or conversations. Special files can be established for these students for classified management. The head teacher should always contact the parents who go out to work, communicate with them and discuss the education of their children, so as to achieve better results. 2. Love is the magic weapon to do a good job. Mr. Tao Xingzhi, a famous educator in China, said: "Real education is an activity of mutual affinity. Only from psychology can we reach the depths of our hearts. " The problem of left-behind children arises in a specific social background. We should educate them with the idea of keeping pace with the times. In daily education and teaching, we should try our best to do three things: First, give emotional care to left-behind children. Because the left-behind children are far away from their parents for a long time and lack the minimum family care and family education, the class teacher should take the initiative to assume the obligations of guardians, respect their personality and emotions, care for the students wholeheartedly, and let the spring of love flow into the hearts of the left-behind children. Boarding schools can establish "love huts" for left-behind children, so that left-behind children can enjoy the warmth of their families at school. The second is to cultivate left-behind children's autonomous learning ability and cooperative learning ability. The head teacher should reach an understanding with the classroom teachers, pay attention to the cultivation of left-behind children's autonomous learning ability and cooperative learning ability, let students enjoy the happiness of education equally, guide students to solve learning problems and fully experience the joy of success. The third is to cultivate students' habit of working. The class teacher often guides the left-behind children to actively participate in some public welfare social labor practices, cultivates students' cohesion, willpower and sense of responsibility, encourages students to unite and help each other in their work, increases their knowledge, forms their own labor quality, and finally develops into a strong person with ideals, culture, discipline, achievements and independent life. Children are the future of the motherland. It is everyone's wish to educate every child and let them grow up healthily and healthily. Left-behind children in rural areas are a special group and need the care of all sectors of society and educators. Only by constantly innovating the ideas and methods of educational work and having a love for life can we do all the work of left-behind children well and cultivate them for the society. 1] Tian's thoughts on the education of left-behind children in rural areas [J]. Contemporary Education Forum, 2006, (10) [2] Yao Yun. Problems of left-behind children in rural areas and educational countermeasures [J]. Educational Theory and Practice, 2005, (07) [3] Chen Lili. (22) [ Wu Ni: Suggestions on solving the education problems of left-behind children in rural areas [J].[5] Henan Education, 2006, (05). Pay attention to "agriculture, countryside and farmers" and solve the education problems of left-behind children in rural areas [J]. Journal of Hunan Radio and TV University, 2006, (0 1) [6] Cao Jingkuan. 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