在辽宁省桓仁县，为了获得更好的教育条件，存在部分的农村小学生进入县城小学就读。由于留守和缺乏寄宿条件，他们多进行陪读迁移。展开预调查后，发现一名五年级具有陪读迁移情况的学生李雨轩（化名），学习成绩优异但在老师的印象中，“不爱说话”的特征非常明显。本论文以李雨轩作为个案研究对象，采取质性研究方法，搜集分析相关资料，了解李雨轩说话比较少的原因，了解为什么老师认为李雨轩“不愿意说话”，探讨为什么家庭和学校均没有对李雨轩“不爱说话”的“唯一缺点”给予帮助和引导，从而了解陪读迁移为小学生带来的影响。得出结论：李雨轩之所以说话比较少，是因为不擅长口语表达、与陪读人员认同感弱、习惯情绪表达抑制。平行域的家校合作特点下，班主任对李雨轩说话比较少的原因阐释，其实是一种认知证实偏差。陪读迁移带来的家庭教育功能片面，也使陪读人员未能与班主任一起提高李雨轩的口语表达能力。

In County Huanren, Liaoning Province, a number of pupils transferred from rural areas to towns for better education conditions. Under the absence of parents and public dormitories, their grandparents have to be guardians and accompany them. Through preliminary research, I have found a student in fifth grade with character that she earns high grades but seldom talks. Her Chinese teacher interpreted this character as seldom talking. Therefore, this dissertation has invited her to be the subject in my case-study. In this dissertation, I use the qualitative method to collect and analyze investigation materials and find out why she seldom talks. The result is that she seldom talks because she is not good at oral expressing and holds weak sense of identity with her family members. Meanwhile, home and school act as parallel domains, bringing about no guidance for her on oral expressing.