Research On The Causes Of Formation Of "Marginal Man" In The Class And Its Coping Strategies

Education should be a just cause full of humanistic care,committed to promoting the free and comprehensive development of every student.However,in the field of education,there is still a special group of students such as "marginal man".They are ignored or excluded by mainstream groups.They walk on the margins of the group for various reasons and do not get the education care and support they deserve.In order to pay attention to this group,this article chooses the class "marginal man" as the research object,and tries to truly and comprehensively present the life situation of the "marginal man" in the class,hoping to arouse the attention of schools,families and society to the phenomenon of "marginal man".This article is based on class life.Through qualitative research methods such as participatory observation and interview methods,it starts from the subtleties of class life to obtain more real,lively and rich materials,and objectively and comprehensively presents the "marginal man" in pictures of life in the class.According to the existing research results and collected data,"marginal man" are divided into two types:active escape and unacceptable.They all face the common marginal situation of lack of interpersonal interaction,lack of emotional support,and insufficient class participation.The formation of "marginal man" is the result of the combined effect of subjective and objective factors.Students' own defects and negative psychological defense mechanisms are the evoking factors.Social comparisons between peer groups and pressure from core members have catalyzed the spread of this phenomenon.And teachers' prejudiced attitude and uneven distribution of resources act like "invisible hands" driving the development of the whole process and its turning.It is an important task of this paper to objectively and comprehensively analyze the impact of the "marginal man" phenomenon and to put forward practical coping strategies.The study found that the development of both individuals and groups has been harmed in the "marginal man" phenomenon.Being marginalized will lead to the adverse consequences of individual students' self-consciousness deviation,moral and emotional indifference,and weakened rights awareness.The existence of "marginal man" in the group is also not conducive to the construction of the class community and the improvement of the overall competitiveness of the class.But dialectically,the impact of the "marginal man" phenomenon is not entirely negative.Although the "marginal man" 's sense of self-worth has decreased,the independent personality consciousness has been awakened to some extent.Although it will lead to apathy of moral emotions,it has shocked the inherent moral concepts to a certain extent.Based on this,this article puts forward the corresponding coping strategies,hoping to help the "marginal man" integrate into the class group,so as to promote the healthy and comprehensive development of students.First,families should nourish their children's injured minds by creating an holding environment and dialogue education.Second,Teachers should effectively guide students to actively participate in the group by improving their own qualities and activating students' subjective consciousness.Finally,Peer groups can play a role model of core members and drive the role of close peers to gradually establish good interpersonal relationships with "marginal man".