The Study Of Primary/Middle School Student’s Body Track In Holidays

From the view of micro power, Michel Foucault described different lives ofpeople’s body and concluded that the body is the subject, which gives us a newinsight into the education research. After analyzing the theories of Foucault, we findthat there are four main characteristics in the body language theory: marginal,identity, descriptive and deconstructive. By picking up stories in reality, this paperdisplays the original power and the dynamic mechanism of primary/middle schoolstudents’ body track in holidays. Furthermore, used a boy in grade three as a case, werecords his holiday during which he had to go to the cram classes frequently andleads up to a map of this boy’s body track in holidays and his parents’ consciousnessform. In order to improve children’s achievements, parents, teachers and the like,who try to keep a balance in honor, pressure and experience, force children to go tothe cram classes and depending on children’s own development, parents decide whatclass they need and when to attend. In fact, attending the cram classes in holidays isnot only a daily routines for students, but also reflecting a serious problem innowadays’ school education. Therefore, we take the primary/middle school students’body track in holidays as a micro starting point to study education problems at homeand school.This paper uses Foucault’s body language theory as the methodological tool andprobes the primary/middle school students’ body track in ways of literatures,observations, interviews, biographies and so on. This paper includes five parts asfollows:The first part: about courses and the background of this research. Under thepressure of social competitive, students have to attend the cram classes. And theirbodies are surrounded with the reasonable power, which lead them to lose their rightof choosing the life style in holidays.The second part: the students’ body of Foucault’s body language theory. Itmainly describes the characteristics of the body language theory and the meaning ofstudents’ body under Foucault’s body language theory. The third part: a description of an interviewee’s body track in holidays. This partanalyzes the original power of primary/middle school students’ body track inholidays and competes a map of this interviewee’s body track in holidays and recordsthe experiences of the interviewee.The fourth part:“I”-the story of the body track in holidays. It tells three storiesfrom different periods of primary/middle school and talks about the change of thebody track in holidays, and also illustrates the relationship between scores and thebody track in holidays.The last part: the dynamic mechanism of primary/middle school students’ bodytrack in holidays. It represents the relationship of students’ body power and inducesthe dynamic mechanism of primary/middle school students’ body track in holidays.Of all the original power in effecting the students’ body track in holidays, thestudents’ own power has been excluded by others, and they feel very boring. Whatthe students need is a holiday on the premise of respecting their own willing, so thatthey can find the true self.