The Study On City Disadvantaged Students' Educational Situation Perception And Positive Quality Cultivation

This essay makes an investigation on the educational situation perception and positive quality development of city disadvantaged students to get the picture of their inner situation, and discuss the strategies of city disadvantaged students'positive quality cultivation.The data shows:1. Disadvantaged students have more negative perceptions in all aspects of educational situation compared with normal students.2. Positive quality development of disadvantaged students is lower than normal students in all the six aspects, and the difference is significant in statistics. The specific qualities under each aspect also lower than normal students with statistically significant difference in qualities of thinking and observation ability, insistence, leadership, kindness, sensitivity, sincerity, love, humility, humor, cooperation and non-significant difference in qualities of creativity, epistemic motivation, tolerance, prudence, faith and hope.Negative educational situation perceptions and undeveloped positive quality show that the disadvantaged students are experiencing a kind of inner disadvantage. Long term of negative experience can weaken their minds and strength, thus make itself the root of positive quality's underdevelopment. What should be noticed is that non-significant difference in qualities of creativity, epistemic motivation, tolerance, prudence, faith and hope means that these disadvantaged students have not abandon themselves as Bourdieu's theory of culture deprival, and they are curious and creative, have the faith and hope to the future, and still keep the will of learning, which can be a potential motivation of the positive quality cultivation.The inner disadvantaged situation of this group requires the cultivation of positive quality should be a compensation practice which focuses on the inside, at individual level, and highly affection involved. This essay suggests three basic requests:firstly, make sure that every disadvantaged student has a teacher as significant other; secondly, help every disadvantaged student get at least one skill which is valued by the society and themselves; thirdly, always take activity and intercourse as the center. The cultivation strategies are mainly start from the improvement of their negative perceptions about education situation, and discuss in both subjective and objective aspect:subjectively, helping them to adjust cognition, and correctly face the past, present and future; objectively, creating a cultural atmosphere and produce a sustaining education effect for positive quality cultivation in macro; in micro, making improvements on specific practices in aspects such as curriculum, teaching, home and school connection, community activity, taking active and intercourse as carrier, emphasizing on affective attention, and valuing the community activities, thus to help disadvantaged students get more positive emotion and increase the power for action in the practice, and gradually expand their inner and outer positive developing resource.