A Study On The Phenomenon Of "Marginal Man"

The idea of learning community is to enable every student to participate in the learning process on the basis of equal dialogue and mutual communication.With the deepening of quality education reform,people pay more attention to educational equity in education.Nowadays,the phenomenon of marginal people in group cooperation in the community classroom seriously hinders the quality of learning in the community classroom.This kind of students in teaching attention is not enough,rarely speak,lack of positive experience in learning.As a result,they are easily ignored by teachers and classmates,thus staying away from the center of class and becoming marginal people.At present,there are abundant researches on community classroom at home and abroad,but few scholars have explored the phenomenon of "marginal people" in community classroom.Therefore,the exploration of the phenomenon of "marginal people" in the community classroom is beneficial to students' enjoyment of high-quality learning and lays a foundation for improving teaching efficiency.Based on the existing literature and practice,firstly this study studies the organizational environment of community classroom.The study found that the community classroom has the spatial characteristics of "U-shaped seat distribution,group organization rules and relaxed and free classroom environment".In the study of community classroom teaching culture,it is found that the teacher's teaching has the teacher's role characteristics of "paying attention to ethical care,paying attention to teaching guidance,and teaching style with low degree of guidance".Through the use of the improved Flanders scale from the perspective of discourse analysis on the community classroom teachers and students to summarize the speech and summed up the community classroom teachers and students speech characteristics.Secondly,47 primary school students in A class of grade 6 in fuzhou primary school were selected as research objects in this paper to describe the classroom participation performance of marginalized people from three aspects,namely,behavioral participation,emotional participation and cognitive participation.Combined with the types and characteristics of marginal people,three different types of marginal people in the community classroom were determined step by step.Finally,this paper mainly analyzes the causes of the emergence of "marginal people" in the community classroom from the three aspects of the community classroom organization environment,teachers' teaching and students' personal factors.According to the causes of the emergence,suggestions are put forward to improve the participation of marginalized people in the community from three aspects: classroom environment,teachers' teaching and students themselves.In addition to individual personality and internal factors,most marginal people in the community classroom are far away from the classroom center because they have not received timely attention and encouragement from peers,relatives and teachers in life communication and classroom learning.Therefore,teachers should communicate with people on the edge in time to understand their real thoughts.To Help them integrate into the group discussion,timely pay attention to their learning process,and timely praise the marginal students who have made progress.And to Help them stay away from marginalization and return to the classroom center.