在新型城镇化过程中，有大量的“打工者”涌入城镇。流动趋向于向大城市或中小城市、中小城镇流动。这种流动不再只是个人原子化的流动，有一部分属于家庭化流动——外来务工人员连带他们的子女共同流动。

在外来务工人员由农村向城镇的举家迁移过程中，他们要面临无数的困难、艰辛和不确定性，“教育”，始终是他们在艰难日子的裂隙中看到的改变命运的一道微光。他们要追逐这道微光。这是他们贫瘠生活中的希望。

研究从随迁家庭的内部视角出发，通过观察这些家庭的日常行动，相对全面地展现他们的日常生活样貌，在此基础上认识与理解自然型态的“生活即教育”；同时，观察家长的参与行为及其教育意义，探究家长参与子女成长过程的行为类型、行为特征、动力机制和价值导向。

外来务工人员随迁子女的家长参与行为有两种类型——基于学校的家长参与行为和基于家庭的家长参与行为。前者有：亲子阅读会、亲子运动会、亲子故事会、亲子游戏等亲子互动活动；半日观摩、家长开放日等父母对孩子的单向观察类活动；围绕节日开展的活动；家长朗诵或合唱等以父母为主体的活动。后者有：家长在教育上的时间投入（陪伴孩子在家庭中的学习活动与休闲活动、与孩子共进晚餐、家务劳动等）；金钱投入（较多购买学习资料与玩具、较少报名课外补习班与兴趣班。

外来务工人员随迁子女的家长参与行为的动力机制有问题解决驱动、知识驱动、情感驱动、任务驱动。

家长参与行为的特征主要有：“男主外、女主内”与父亲意识逐渐觉醒的性别特征，白天集中于学校场域、晚上集中于家庭场域的时间特征，情感化家庭中情感引领家长参与行为的情感特征。

家长参与行为体系出的内在价值观念包括：尊重孩子的自然成长，反对“放大镜教育”、强化性育儿观念盛行、代际合作育儿的观念冲突与行为依赖，家长参与中被建构的性别差异以及随迁子女的家长期望特征等。

In the process of new urbanization, there are a large number of "workers" pouring into the town. The flow tends to flow to big cities, small and medium-sized cities and towns. This kind of flow is no longer just the flow of individual atomization, but part of it belongs to the flow of family - migrant workers and their children.

In the process of migration of migrant workers from rural to urban areas, they have to face numerous difficulties, hardships and uncertainties. "Education" has always been a glimmer of changing their fate seen in the cracks of difficult days. They're going after the shimmer. This is the hope in their barren life.

This study starts from the internal perspective of moving families, through observing the daily actions of these families, shows their daily life in a relatively comprehensive way, and on this basis, understands and understands the natural form of "life is education"; at the same time, it observes the parents' participation behavior and its educational significance, and explores the behavior types, behavior characteristics, dynamic mechanisms and Value orientation.

There are two types of parents' participation behaviors of migrant workers' children: school based and family based. The former includes parent-child interaction activities such as parent-child reading meeting, parent-child sports meeting, parent-child story meeting and parent-child game; one-way observation activities such as half day observation and parent open day; activities around festivals; parent recitation or chorus activities with parents as the main body. The latter includes: parents' time investment in Education (accompanying children's learning activities and leisure activities in the family, having dinner with children, housework, etc.); money investment (more purchase of learning materials and toys, less enrollment in extra-curricular remedial classes and interest classes).

The motive mechanism of parents' participation behavior of migrant workers' children is problem-solving drive, knowledge drive, emotion drive and task drive.

The main characteristics of parents' participation behavior are: "male dominated outside, female dominated inside" and the gender characteristics of the gradual awakening of father's consciousness, the time characteristics of focusing on school field in the daytime and family field in the evening, and the emotional characteristics of emotional family leading parents' participation behavior.              

The intrinsic values of parents' participation behavior system include: respecting children's natural growth, opposing "magnifying glass education", prevailing concept of intensive parenting, concept conflict and behavior dependence of intergenerational cooperative parenting, gender differences constructed in parents' participation and characteristics of parents' expectations of their children.