Research On The Intervention Strategies Of "Poor-problem Students" In Junior Middle School

On the basis of literature review, This study analyze mechanism of thetransformation from "poor student" to " problem student" based on the theory ofBourdieu capital theory, subculture-related theory and so on. From Bourdieu capitaltheory’s point of view, the number and types of knowledge are assigned to differenttypes of students in the classroom situation based on the amount and type of capitalthat the student have. So "poor student" get less knowledge, and single type of.Through the statistics and analysis of the interaction of teacher and students, we findthat "poor student" are in a relatively marginal situation in the classroom. From theview of subculture-related theory, we find those "poor student" who don’t agree withthe school standard use a variety of public and non-public boycott to establish andconsolidate their own subculture. At the same time, they enjoy the sense of securityand belonging. The type of subculture has a negative effect on each "poor student"individual learning attitude and learning time in junior high school. For example,"poorstudent" are not actively participate in classroom interaction. All of these are notavailed to improve their academic performance or to avoid the situation continues todeteriorate. Finally, with the label theory’s view, you can see how teachers label themas "problem students" through the comparison and evaluation with their views, wordsand ideas on the "poor student". At the same time,"poor student" themselvesconstantly form their self concept of "question" in the "mirror". At this point,"poorstudent" struggles from latent state-state of struggle-labeling status and finish thetransformation of the. In the process, according to the typical reaction of situation thefaced with,"poor-problem student" will be divided into three types: friction type,avoidant type and numbness type. According to the violent reaction’s degree, thefriction type is divided into general friction type and excessive friction type. The thirdis encourage multiple levels to participate in the intervention.On the basis of above analysis, the author construct a kind of vertical earlywarning mechanism focusing on the school, based on the family, and in society foradded according to the value orientation of "people-oriented" and principle ofdevelopmental and motility of "poor-problem student". The first is to create a culturalatmosphere full of humanistic care and establish a sound cultural system. Secondly the author explain specific warning strategies from three social subject: teachers, parentsand government. Teachers must change the way of thinking, and hold thenature-nurture way of thinking to restore the real existence of "poor student"; Then, ateacher should lead class group organization system to construct a system oforganization hierarchy to different levels of "learning type problem"; the parents, thegovernment and the social should construct public support system.In the fifth part, in view of the forth part, the author put forward the interventionstrategy. First, teachers are required to change his or her way of thinking and behaviorto build good student-teacher relationship. Second is to take root in the classroom,refactoring class-team to improve poor-problem students’ academic achievement andintervening different types of poor-problem students according to their aptitude. Theforth is to create independent space. First and foremost is to clarify intervention borderbetween the teachers and students. Then the teachers are required to watch and toencourage students’ self transformation.