Research On The Study Experience Of Marginal Students In High School Classroom Teaching

Concern for marginal students in classroom teaching is a positive response to the theme of educational equality.The existence of marginal students in classroom teaching means the unfair distribution of resources in the process of education,which hinders the development of students in learning ability and social development,which hinders the improvement of teaching quality in school.Because the marginalized students' degree of harm is not proportional to the degree of attention,they are always ignored in educational theory and practice.Therefore,on the basis of the existing research,this study focuses on the present situation of marginal students in academic input,social interaction,perception and evaluation of the school,personal harvest evaluation and other aspects,showing that marginal students in schools in the true state,in order to express the formation of marginal students.Finally,the study proposes a strategy for transforming marginalized students based on their experience of studying.This study uses a hybrid approach to research design.This research design is to collect both quantitative and qualitative data.The results of the study of marginal students need to present the overall status quo of the group,more suitable for using quantitative research methods,further analysis of the significant differences between marginal students and non-marginal students.However,to describe and understand a certain type of marginal students,such marginal students gradually move towards the periphery due to the experience and poor experience of the studying process.This process is more suitable for using qualitative research methods.Qualitative research methods can provide details of the individual's experience of enrolling.Finally,the understanding of the process of students' marginalization needs to be further analyzed by aggregating quantitative and qualitative research data and data.The research first sorts out the related concepts of marginal students.Based on the study experience,this paper divides the marginal students from the integration degree of "study" and "social interaction",and divides the marginal students into students with unfavorable edge,students with marginalized social interaction and students with double disadvantage.Differentiating between different types of marginal students and non-marginal students in their study experience.The study finds that there are significant differences between non-marginal students and three types of marginal students in overall study experience,academic input,social interaction,perceptions and evaluations of schools,and personal gains and losses.Non-marginal students are above all three types of marginal students in all respects.In terms of academic input,disadvantaged marginalized students in social interaction have higher scores than marginalized students and double marginalized students.In social interaction,students with marginal academic disadvantage are higher than disadvantaged marginal students with social interaction and double disadvantaged marginal students.A textual description of the experience of studying marginal students in the three types of classroom teaching.This description of the details from the depth of the edge students in the school experience and experience.In this way,the details of the process of student marginalization are enriched.Based on the quantitative and qualitative data,the author analyzes the formation of marginal students from the perspective of their study experience.The first level is the potential impact of pre-admission traits,including student's family background,personality traits and pre-admission experience and achievements;the second level is the initial target commitment failure,the target commitment and the school commitment not reached;the third level is the experience of reading system The integration obstacle,the exclusion of the academic system becomes the marginal student of academic disadvantage,and the exclusion of social interaction system becomes marginal student of social interaction.The failure of the integration of academic system and social interaction system becomes the double unfavorable marginal student.Finally,we propose a basic path to improve the level of experience of translating students into marginalized students.First of all,the research found that it is necessary to fully understand the marginal students from the pre-admission traits.Secondly,the study finds that the transformation of marginal students should be realized by improving the level of academic input.Furthermore,the study finds that it is necessary to transform marginal students from the perspective of enhancing social interaction Finally,the study found that the marginal students should be transformed from the perspective of improving the supporting environment of the campus.