Research On The Phenomenon Of "Marginal People" In Primary School English Classroom Teaching From The Perspective Of "Symbolic Interaction Theory"

The "marginal person" in the classroom refers to the students who lose interest in classroom participation due to subjective or objective reasons,drift away from classroom teaching in their own unique way,and fail to give full play to their learning autonomy and sociality.The new era of classroom teaching reform,the implementation of people-oriented,student-centered teaching."Person" refers to every student,and "marginal person" should be one of them.To make people-oriented fully implemented in the classroom teaching reform,we must first make sure that every student can really participate in the classroom teaching.On the basis of empirical research,this paper finds that the causes of "marginal people" in primary school English classroom teaching are not unilateral,but the interaction of various reasons.According to the comprehensive results of literature,classroom observation,interview and questionnaire survey,the author analyzes the reasons from five aspects:classroom environment,school education,peer group,self-awareness and family education,and puts forward corresponding strategies,so as to promote the "marginal people" to return to the classroom center as soon as possible.From the perspective of Mead’s symbolic interaction theory in sociology,combined with the existing research to explore the general situation of "marginal people",the author analyzes the main reasons of "marginal people" in classroom teaching activities from five aspects: the forced departure of classroom environment,the poor love of school education,the isolation of peer groups,the deviation of self-awareness and the improper family upbringing.Accordingly,the author proposes to break the shackles of classroom environment symbols,make the classroom environment from "solidification" to "flexibility";break through the cage of cognitive symbols,help self-awareness from "supporting role" to "protagonist";cross the obstacles of educational symbols,make classroom participation from "leaving" to "being on the field";get out of the haze of peer symbols,make peer groups from "exclusion" to "cohesion";and provide guidance In order to improve the enthusiasm of students to participate in classroom teaching activities,promote the healthy development of "marginal people",and promote the realization of fairness in primary school English classroom teaching.