The Study Of Academic Resilience Of Disadvantaged Students In Basic Education

The expansion of higher education did not bring more opportunities for rural students to obtain high-quality higher education.The function of education to promote class mobility weakened,and the bottom of the people continue to rise in the study of useless theory.From the aspects of class,urban and rural,ethnic and gender,higher education enrollment opportunities,school education plays an important role in the formation of education inequality.But if the researchers switch perspective and turn to the individual's examination,the function of education seems to have become elusive and erratic.We find that there is always a lack of economic capital,social capital and cultural capital of the bottom students jump out of the capital structure of the cycle,and success to access to scarce opportunity to high-quality higher education opportunities.What are the factors in which these disadvantaged students are studying,and what factors make them break away from the shackles of social structures? This study takes root into this problem,through the interviews and comparative analysis of more than 20 students in H colleges and universities and W colleges and universities,to understand the educational experiences of the disadvantaged students' basic education stage,to explore the influencing factors of their academic resistance and analyze the resilience of disadvantaged students.From the view of educational experience and academic characteristics,the disadvantaged students in H colleges and universities attend the school level from low to high,from the village primary school to the county / city key middle school.And disadvantaged students in W college is significantly lower than the H college students.In basic education stage,disadvantaged students generally go through two stages of studies and the resulting decline in two academic advantages,the success of the response phase conversion brought about by the academic transition becomes the key to disadvantaged students in their studies of differentiation.They also come into contact with the wider world,but also allow them to face more temptations such as online games,novels and adolescent feelings,which often lead to their academic performance fluctuations and declines,how to overcome and deal with these temptations are another key to whether disadvantaged students can keep their academic strengths.There are three factors influencing the resistance of disadvantaged students to school: family,school level and teacher.From the family point of view,academic resistance to the disadvantaged students family environment stable and harmonious,the parents of the emotional relationship is very good.Despite the poor family economy,parents are trying to provide students with the necessary material conditions for education.Parents communicate with students to show the characteristics of moderately demanding,do not indifferent,and will not be too nagging and worrying.The education of the students is the first strict and then relaxed,the basic education stage of the early requirements of students and discipline are more stringent,and then give more options to let go for students to grasp their own opportunities,trust students learning ability and ability to resist the temptation.From the school level,the higher the level of the school gathered more outstanding students,learning atmosphere is more intense,more competitive learning,students are better aware of their achievements and college entrance examination goals,but also bring more school pressure and power to students.Key schools and key classes also mean more solid faculty,which is of great benefit to disadvantaged students.The lack of family capital of the disadvantaged students will pass the responsibility of education on all to teachers.From the results of the study,teachers can make up for the cultural capital of the disadvantaged students' families,not only to give them academic guidance,but also to give them some more conducive to academic values.;Teachers can stimulate students' interest in learning,bringing indirect improvement in academic performance;The teacher's attention can give the disadvantaged students the motivation to learn;In addition,the teacher after school to the disadvantaged students "make up" is also some of the key students turn for the better.The study also found that English is a barrier to disadvantaged students' academic resistance.The weakness of English and the strangeness of English lead to their difficulties in learning English and become a key to their rejection of school education.The three main influencing factors shown in this study are also related to the decisive influence of cultural capital on student achievement and fall into the capital structure to determine the educational achievement.Therefore,for the disadvantaged students,too dependent the access to cultural capital will lead to the family education and school education on the imbalance,the teacher bear too much responsibility for education.