Case Researching And It’s Transformation Strategy In Biology Teaching "Marginal Man"

With the release of "the Outline of National Medium and Long-term Educational Reform and Development Plain(2010-2020)".Our government has increased the intensity of investment in the balanced development of education. People have also paid more attention to the development of educational fairness. In school education, the teaching philosophy of education fairness has been deeply rooted in people’s heart. Meanwhile, the teaching effectiveness and the performance of marginal students has also been paid more attention to by our schools and teachers. The exiting study points out that there are a large number of marginal students in all kinds and levels of schools. To truly realize the educational fairness in classroom teaching, we must solve the learning problems of the marginal students and change their current situations.The teacher-student interaction and the students’cooperative learning are part and parcel of the classroom teaching. The interaction between teachers and students mainly focuses on those students who actively participate in their dialogues and suppresses the mischief of those under achievers. A large number of silent students may be ignored easily in class. Many underachievers or students with learning difficulty also keep silent during the interaction between teachers and students. In students’cooperative learning, a part of students are used to keeping silent partly because of some students’character reasons, partly because some students’performance doesn’t get recognition, partly because some students’learning ability is not enough and partly because some students’ lack interest in learning. Due to their external performance, it is easy for them to be compared with and to be distinguished from other students. In classroom teaching, "marginal man" refer to the part of students who in classroom-teaching activities keep silent, don’t participate in dialogues, don’t express their viewpoints and have difficulty in making progress in learning.In the study, I selected three different types of marginal students as the observed, then carried out tracking observation and kept records at any time for a period of three years in biology class. Meanwhile, their parents, teachers and classmates were also interviewed and talks with them were recorded. After comprehensively analyzing their marginal states and the formative factors of their marginal characteristics, I designed transformation strategies and then implemented them. Two of them couldn’t stick to the study plan because learning basis was poor, their learning effectiveness was slow and their parents didn’t adopt the recommendations of the study either. As a result, only a few achievements were made at some stage in the process of the transformation and at the end of the transformation the two students were restored to their original marginal status. Converting his learning environment and getting rid of his psychological stress, one of the students who accepted the recommendations made by the study not only came out from the marginal status but also got a good learning effect.