Based on the field investigation on school education of resident migrant children in cities, this paper attempts to reveal their " floating culture-centered" family life experiences that this inward experiences collides with the cultural style and features transmitting by school education in cities and brings recessive cultural alienation, helpless and even conflicts through the mean of thick description. It holds that it is necessary to pay attentions to the interactive process between the inward experiences of cultural practitioners and the outer environment in exploring pathways to inte-grate into urban life of migrant children. In the light of policy implementation, it is especially need-ed to devise tactics for more effective integration, among which the fundamental development of mi-grant children is particularly needed to be guaranteed.