The Present Situation And Transformation Of The “Marginal Students” In Junior English Classroom Teaching

In the context of promoting education fair,there is no doubt that class teaching is the important field to implement the education fair,highlight the main body of students,and promote the healthy and comprehensive development of students.The author believes that concern the “marginal students” in the English classroom teaching,admit the differences of individual,pay attention to every student,bring the “marginal students” back to the center of the classroom teaching activities and promote the transformation of their negative behavior is not only beneficial to improve the students' interest in learning English,stimulate the students' potential,but also to improve the personality of students,and this is important to promote the realization of English classroom teaching fair.This paper investigates and grasps the present situation of “marginal students” in junior middle school English classroom teaching by means of literature method,questionnaire method,interview method and observation method.In the survey,it is found that the lack of self-knowledge of students,the neglect of teachers in classroom teaching,and the lack of family education make the problem of “marginal students” in classroom teaching become more and more serious.So there are so much difficult in transformation.In this paper,the author analyzes the characteristics of “marginal students” and classifies the types of marginal students according to the characteristics of them in English classroom teaching,and analyzes the individual factors,teaching factors,and family factors of “marginal students”,and the role of “marginal students” in English classroom teaching.In the aspect of the transformation strategy,the author puts forward the transformation countermeasure from student individual,classroom teaching environment and home school cooperation combining the causes of “marginal students”.In this paper,the analysis of the causes and the transformation strategy of “marginal students” in junior high school classroom teaching are based on the theory of generation,field theory,phenomenological theory,synergetic theory and caring theory,which is great importance to rich the study of “marginal students”.Through the research of the paper,the author hopes clear the characteristic of “marginal students”,explore the transformation path of “marginal students” in junior middle school English classroom teaching,effectively promote the interaction of junior high school students in classroom teaching and improve learning efficiency,and pay attention to the “marginal students”,respect for individual differences in order to achieve the development of each student,provide practical reference for the promotion of educational fair.