Investigation And Research On The Phenomenon Of "marginal Students" In The Classroom Teaching Of Elementary School Mathematics

Under the background of deeply practicing the concept of cultivating students' core literacy,comprehensively promoting the reform of basic education and promoting educational equity,paying attention to every student in classroom teaching,recognizing the dynamic and differential development of students,studying the "marginal students" in primary school mathematics classroom teaching,and promoting their negative behaviors to change into positive ones,not only helps to improve students' interest in learning mathematics,stimulate students' potential,but also helps to promote students' healthy physical and mental growth,improve their personality quality,and ultimately achieve comprehensive development.By sorting out and analyzing the theoretical research on "marginal students" at home and abroad,the concept of "marginal students" is defined and distinguished from relevant concepts.S primary school in the city of Q was selected as a research sample,and students of different grades and classes were investigated,interviewed and observed in class.Qualitative research and quantitative research were combined to investigate the current situation of "marginal students" in the primary school mathematics classroom teaching by means of questionnaire,interview,classroom observation,case study and other methods.It is found that due to the improper teaching methods of teachers,the neglect of peer groups,the absence of parents' family support and the influence of students' own characteristics,the problem of "marginal students" in classroom teaching becomes more and more serious,and the formation of "marginal students" is the result of long-term interaction of various factors,resulting in some difficulties in its transformation.Based on the questionnaire survey of students from grade 2 to grade 6,combining with students' performance in class and their physical and mental development characteristics,this paper divides the types and characteristics of "marginal students" in mathematics classroom teaching.Through classroom observation and interviews,the case study objects are selected,and the generation of "marginal students" is analyzed from teaching factors,peer groups,family support factors and students' own factors,etc.Based on the relevant factors of the generation of "marginal students",transformation suggestions are proposed from four aspects,namely,mathematics classroom teaching,peer groups,families and students' individual.It tries to provide practical strategies for the transformation of "marginal students" in primary school mathematics classroom.This paper analyzes the causes of "marginal students" in primary school classroom teaching and puts forward transformation Suggestions based on inclusive education thought and Nel·Noddings' caring education theory.By means of these theories,it enriches the practical research on "marginal students".Through the research,in order to clarify the characteristics of "marginal students".This paper explores the transformation path of "marginal students" in primary school mathematics classroom teaching,and causes us to reflect on the current situation of primary school mathematics classroom teaching,so that the phenomenon of "marginalization" of students in primary school mathematics classroom can be alleviated,and actively promotes the comprehensive and harmonious development of each student,so as to realize the fairness of classroom teaching.