Causes Of And Strategies For At-risk Students In Chinese Class Teaching In Primary School

At-risk students refer to students who are neglected by classmates and teachers because of external and internal reasons; they have been wandering on the edge of class and not been fully developed. Due to their limited academic ability, introverted personality and interpersonal barriers, at-risk students actively or passively walk out of the center of Chinese classroom teaching. Sensitive and fragile, at-risk students are eager to get attention from the teachers and fit into the collectivity although they do not actively participate in teaching interaction. However, they often participate in class as "strangers" and "observers", which results into unequal educational opportunities, not good development and possibility of the dilemma of school failure.At-risk students in Chinese classroom teaching are results of the effect of school,family and the society. If given positive attention and proper guidance, they can get back to center of classroom teaching; otherwise, they would completely lose interest and confidence in learning, and even become problem students or poor students.Therefore, we should attach high attention to at-risk students by giving them fair access to education, focusing on their developments, and actively guiding them to return to the class. This paper, by using the theory of "marginal man" proposed by Georg Simmel, analyses the theoretical researches on at-risk students home and abroad and defines the concept of at-risk students. The author did practice teaching in a primary school in Linyi, Shandong Province for three months. And the author, by using purposive sampling and case studies, chose 154 students who had obvious tendency to become at-risk students as research target. By observing class implementation and performance of at-risk students and talking with at-risk students,parents of at-risk students and Chinese teacher, the author summarizes five reasons behind at-risk students, including the lack of good family education, the borderlinepersonality of at-risk students, the value deviation of Chinese teachers, the influence of peer group and the non-ecological Chinese classroom teaching. Accordingly, the author provides some strategies: parents offer a good family environment for education; Chinese teachers change their education values; helping at-risk students overcome psychological barrier; establishing a harmonious class group and building ecological environment for Chinese class.This research overcomes the one-sided view that at-risk students are average students or poor-performing students and gives a comparatively rigorous definition by analyzing researches on “marginal group” home and abroad. During the process, the author personally involved in the Chinese classroom teaching and worked with at-risk students together for more than three months and send questionnaires to 154 at-risk students, and conducted nearly 60 talks with Chinese teachers, parents of at-risk students and figured out reasons and strategies for at-risk students from the micro-level perspective. By doing so, the author hopes to arise reflect on the current status of Chinese classroom teaching in primary school to actively promote the full and harmonious development of each and every student.