Analysis Of Marginalization In Middle School Classrooms And Its Countermeasures

Nowadays,educational fairness has become a hot issue of social concern,and it has become a major appeal of people.At the macro level,the state tries its best to ensure the fairness of education by reforming the education system,while at the micro level,classroom equity should also be paid attention to.The phenomenon of classroom marginalization in junior school refers to the phenomenon that when teachers and students in junior school classroom have activities,due to various factors of interference,lead to the individual behavior of students hindering teaching or learning activities,and deviate from the mainstream crowd.It reflects the imbalance of educational and teaching resources allocation.To a certain extent,it may also affect the physical and mental health of students.Social relationship is a network of relationships in which each person lives in different circles according to his own perception of the objects associated with him,and decides his way of communication according to different positions.As individuals,teachers and students in the junior school classroom have the difference sequnce selection of cognition.Therefore,it is of great theoretical value and practical guiding significance to understand the phenomenon of classroom marginalization in junior school and its causes.Firstly,classroom is the activity space for teachers and students to grow together.The research on classroom marginalization at home and abroad focuses on macro-policy implementation and resource allocation,social value orientation,potential impact of school and family,and effective teaching of teachers.However,from the perspective of students themselves,we can explore the factors of trust and extra-role behavior under the relationship of difference order pattern,and how the phenomenon of classroom marginalization comes into being and how students perceive it.Secondly,it describes the specific problems and causes of the phenomenon of classroom marginalization in junior school.The data collected on the basis of questionnaires and interview outlines used as original analysis materials,showing the classroom marginal problems of junior school students in classroom teaching,group communication,peer interaction and self-awareness.researcher conducted random interviews with between teachers and students to obtain real ideas,analysis it by using data software SPSS and find out the influencing factors of classroom marginalproblems to establish regression model.The data shows that the factors that affect the degree of classroom marginal problems are the interdependence in the perception of difference pattern,the class fairness in the perception of trust degree and the help behavior in the out-of-role behavior.On this basis,appropriate countermeasures are put forward.Thirdly,exploring ways to solve the problem of classroom edge in junior school.Based on the theory of difference order pattern,this paper starts from reducing the perception of difference order atmosphere,enhancing the perception of trust and enhancing extra-role behavior.To construct a three-level early warning mechanism with schools,teachers and classes as the initiators to improve the awareness of prevention,create a classroom humanistic environment to reduce the perception of the differential atmosphere,and reconstruct the classroom order to give students a high level of trust environment,strengthen classroom interaction and enhance students' awareness of individual extrarole behavior.The main conclusion of this study is that the phenomenon of classroom marginalization in junior school is the result of the differential selection between teachers and students in classroom activities.The strong sense of the differential atmosphere makes students gradually alienate themselves from the classroom and classmates,makes them move towards the edge.Therefore,it is wise to take measures to reduce individual sense of difference in order to encourage students to return to the classroom.The disadvantage of this paper lies in the fact that the sample size and the way of data collecting will affect the reliability and validity of the research results.Whether the influencing factors of the formation of the problem are considered comprehensively will directly affect the solution of the research problem.Therefore,the author expects that in the future research,through her efforts,the research sample can be expanded to show the problems in the phenomenon of classroom marginalization with sufficient data,and deepen the theoretical research,try to explore the cross-cultural applicability of the theory of difference order pattern.