A Case Study On The Discourse Power Of "Marginal People" In Elementary School Classroom

Under the complex background of curriculum reform and education democratization,the equal status of students is constantly being valued by people,and the weakening of the "edge people" discourse right in the classroom,an anti-fair educational phenomenon,not only hinders students’ individual and social development,also hinder the improvement of education quality.Therefore,this article takes "marginal people" discourse right as the research object,through examining the current situation of "marginal people" discourse right and analyzing the influencing factors,so as to propose effective strategies to change the "marginal people" discourse right.This article selects three "marginal people" with different characteristics in the third grade of H Elementary School in Huangshi City as the research object,and adopts a case study method to study.Through field observations,observe the discourse of "marginal people" from the four dimensions of discourse cognition,discourse opportunity,discourse mode,and discourse evaluation,and find that there is a weakening phenomenon of "marginal people" discourse right.Based on the observations of three research subjects,it is found that different types of "marginal people" have different experiences in utterance opportunities,utterance opportunity,discourse style,and discourse evaluation,the three "marginal students" in learning problems,behavior problems,and personality problems discourse cognition is expressed as helplessness,disdain,and abandonment respectively;on discourse opportunities,it is expressed as active struggle,self-abandonment,and passive waiting;in the discourse mode,it is patterned,flexible,diverse,and singular;in discourse evaluation,it is embodied in re-identification of labels,implicit expectations,and suggestive discourse evaluation.Based on the different types of "marginal people" discourse power,the authorhas observed the impact of "marginal people" discourse power on teachers,families,"marginal people" themselves,and related institutions and classroom environments.The main thrust of the weakening of the "marginal person" discourse is the teacher’s single teaching method,mandatory authority and negative expectation effect;the weakening catalyst is the "marginal person" personality characteristics,discourse cognition and family participation awareness;the weakening objective conditions are discipline based management,learning achievement evaluation orientation and classroom resource arrangement.Finally,this study concludes and analyzes and proposes a reasonable strategy for transformation.Specifically,it is to change educational concepts and teachers return to the status of intellectuals;cultivate students’ discourse awareness to ensure fair educational opportunities;reshape teacher-student relationship and construct a caring teacher-student organism;environment,creating an atmosphere of inclusive discourse.However,absolute discourse fairness may be difficult to achieve.We only hope that we can reflect on the path of pursuit of ideals and fairness at all times,and pay attention to the right of discourse of "marginal people",and perhaps we can achieve different "marginal people".