A Case Study On The Phenomenon Of “Marginal Person” In Primary School Mathematics Classroom Teaching

Effective student-oreiented classroom teaching can promote their development.However,students' participation in math class is very different.Some students are active in class,while some are “marginal persons”.Students' participation in calss directly affects their' learning effect.Therefore,it is significant to study students' participation in math class.The “marginal person” in math class refers to the students who are away from the center of class and have no active participation in the classroom teaching,so they don't develop very well.To help them learn better,the focus of this research is the current situation of the participation of this group,the factors that affect their participation,and the measures to improve the status of their participation.The author mainly studied this problem with case analysis method.Firstly,we can come to the conclusion that teachers are the center of the class by analysizing the math class video,especially the comparison of teachers' and students' classroom discourse quantity,their interactive ways,teachers' questions and students' answers and teachers' feedback.Besides,students obtain unequal opportunities in classroom participation due to teachers' seating arrangement and their different attention to each student.Secondly,the author analyzes the classroom participation of the research object from the following three aspects: behavior,emotion and cognition by means of class videos,class observation and interviews after class.In terms of behavior,students are positive,but their classroom involvement is low;in the emotional aspects,students experience less positive emotion than negative emotion;students' cognitive participation is not deep but superficial.Thirdly,tracking the video of students' participation in math calss and the interviews after class as well as considering the research object and teachers' and parents' comunication,the author puts forward some suggestions on the factors influencing the classroom “marginal” participation based on the analysis of classroom environment,family education,students' own features and the characteristics of mathematics.