Research On The Phenomenon Of "marginal Life" From The Perspective Of Interactive Ritual Chain

"Marginal Man"has always been one of the important subjects in sociological research.Under the school background,there are also "marginal man" within students,we call it "mariginal students".Up till now,there are quite a few studies on the mariginal students,but the definitions of "mariginal students" is controversial in educational field.This study has been researched on this basis and chosen mariginal students in compulsory education as the research object,which aims to make a new explanation to the phenomenon of mariginal students with the perspective of interaction ritual chains from microcosmic field.The researcher like to konw the real life of these marginalstudents and pay more attention to their emotional experience.Also,we can reflect on how they form and reveal the underlying reasons behind it by the behavior and expression of the mariginal students.This study recalls the developing process of the concept of "marginal man", choosing the interaction ritual chains as the theoretical foundation, so as to redefine "marginal man".Specifically,four dimensions are considered,they are ritual intensity,Center/peripheral participation,Social density and Social diversity.And then,give a definition:an individual with a strong sense of loneliness or a small closed group who is often outsiders in classroom interaction rituals, rarely has a positive emotional experience, and with low participation in collective life.This study adopts qualitative research method and collects information through field surveys which are carried out at eighth-grade in a middle school, and 14 students are selected as subjects.To better explain my research problem,the researcher divide they into seven categories.This stduy discusses the forming process of marginal students from three orders (first/second/third order)and gives an further analysis of the reasons.The results are as follows:lack of common concerns,absence of shared active emotion,and the failure of emotional energy conversion. These three points can be summarized as the unequal distribution of emotional energy.And then,analysing the emotional energy stratification and the dynamic mechanism of emotion,the researcher reinterprets how the inequality of the emotional energy distribution is created and maintained.This research can provide reflection and inspiration for the development of marginal students.First,teachers and parents need to realize that they should not treat their troubled children as "insane".Nor should they be allowed to let their children go.On the other hand, they had better dialectical understand the role that nouthetic confrontation can play in problem solving.At the same time, the school should establish and maintain a culture and atmosphere of concern.It aims to attend to each student,and respond to each student’s need timely and personally. Second,they should promote the conversion of negative emotions into positive emotions through emotion recognition and emotion expression.Third, new symbols should be created to condense emotions.Only by focusing on feeling and concern, can promote the comprehensive development of the marginal students.