A Study On The Influence Of The Sense Of "Inferior" Label On Students' Learning In Stratified Teaching

There has always been controversy about the hierarchical teaching model in China and abroad.Developed countries such as Europe and America regard it as a relatively backward education mode,while China seems to be more in the process of trying and exploring hierarchical teaching.Whether the "layered teaching mode" is suitable for the Chinese educational context and what kind of influence it has on students' learning,the clarity of these questions is undoubtedly of great value and significance to the Chinese educational circle which is currently in the exploration stage of "layered teaching".From a rational perspective,hierarchical teaching is bound to produce "lower students" and "lower classes".These students are often regarded as problem students,disadvantaged students,students with limited development and students to be transformed in hierarchical teaching.We can further infer that the natural "identity" generated after stratification seems to be the "label"attached to the next student mentioned above.Such "label" will inevitably affect the students' self-concept,self-feeling,emotional state,and even their learning state and effect.This leads naturally to research questions,namely,whether the "tag feelings"of the next class or student will deeply affect these students(learning status and learning effect).If so,how much difference does it make?These questions are worth exploring,and they have become an important breakthrough in analyzing the implementation effect of the hierarchical teaching model.This paper focuses on the above problems.Generally speaking,the label theory often USES qualitative methods to study the case transformation of "problem students" and lacks the interpretation of the label phenomenon caused by students' stratification.This study based on the author's a nanjing public junior high school to grade the first month 14 "lower class",a total of 490 students of the whole sample questionnaire survey,based on the perspective of"under the label" on junior middle school students' mathematics learning motivation,learning and learning results for further exploration,in order to further analyze the sense of "lower class" label's influence on students' learning.The research focuses on the following aspects:the sense of tag,mathematical learning motivation,learning participation,classroom silence,learning emotion,etc.The influence of the sense of lower tag on mathematics learning;Students from different backgrounds have different sense of tag and learning dimensions.The correlation between the sense of lower tag and learning dimensions;And the influence of the sense of lower label and learning dimensions on the math scores.Using SPSS 24.0 software to analyze the data,the research conclusions obtained in this study are as follows:1.Half of the students have a strong sense of inferior tag,and there are differences among students from different backgrounds.There were significant differences in gender and math scores.Among them,the sense of inferior tag of male students is significantly lower than that of female students,and the sense of inferior tag of students with average or lower math scores is significantly higher than that of students with average or higher grades.2.The sense of lower tag has a negative impact on students' mathematical learning.Regression analysis shows that after controlling for variables such as gender,grade,parent culture and family economy,the sense of inferior label has a significant negative influence on academic performance.3.The sense of lower tag significantly affects students' participation in mathematics learning.Mathematical learning participation consists of two factors:"positive learning participation" and "negative learning participation".Among them,"positive learning participation" has significant differences in gender,the highest education level of father or mother,grade and math performance.There was a significant negative correlation between the sense of inferior tag and positive learning participation,and the correlation coefficient was about-0.3.And negative learning participation was significantly positively correlated with the correlation coefficient of 0.17.4.There was a significant correlation between the sense of next tag and students'silence in math class.Classroom silence in mathematics contains two factors,that is,"egoistic silence" and "altruistic silence".Classroom silence has significant differences in gender,grade and math performance.There was a significant positive correlation between perceived inferiority and classroom silence,with a correlation coefficient of 0.318 for egoistic silence and 0.282 for altruistic silence.5.The sense of lower tag affects students' learning mood in mathematics.In the next class,nearly half of the students felt nervous about the math test and performed poorly due to test anxiety.There were significant differences in learning mood in grade and math scores.6.There are significant differences in students' learning motivation,learning participation,classroom silence and learning emotion in the sense of lower tag.Students' personal background,sense of subposition label,mathematics learning motivation,learning participation,classroom silence and mathematics learning emotion all affect the learning performance and are significantly correlated with the performance.Based on the above conclusions,this study puts forward some practical Suggestions to re-recognize and improve the stratified teaching mode of junior middle school and reduce the influence of negative labels on students,and looks forward to the future research and tracking of students' sense of inferior labels.