Research On The Status Quo Of Marginal Students' Discourse Power In Junior High School Political Class And Its Improvement Countermeasures

Based on the core competencies of students development,judging from the teaching practice,focusing on the marginal students in junior high school political class,this thesis try to present and break the true dilemma of the marginal student's discourse power.The predicament of marginal students' discourse power greatly violates the due meaning of education fairness,They have lost fair development opportunities from the "starting point",which trigger a series of thoughts on the educational issues.This is not only the value demand of education fairness,but also the inherent requirement of realizing education modernization,thus creating a good environment in which everyone can become talented and everyone can make full use of their talents.Only by facing up to the status quo of the discourse power of marginal students and actively seeking scientific and reasonable solutions,can it be possible for students to share the wonderful opportunities in life through education.We selected an eighth grade administrative class of a middle school in Taiyuan City,Shanxi Province,entered the classroom in the name of listening a class.Through long-term political classroom observation,we strive to accurately record and restore class portraits,and further identify 5 marginal students as in-depth observation objects.On this basis,it presents the status quo of the discourse power of marginal students in the classroom environment,teacher-student interaction,student-student interaction,and self-cognition.It is found that the weakening of marginal students' discourse power has become a common phenomenon in junior high school political class,which is specifically expressed as: The spatial isolation of the discourse power of marginal students and the neglect of atmosphere in the environment,lack of discourse opportunities in teacher-student interaction,discourse expression interference,and negative discourse feedback.The existence of some students' discourse hegemony in student-student interaction causes marginal students to "free ride" and disregard their discourse expression.The marginal students themselves also have ambiguity in discourse recognition and worries about discourse expression.Judging from the survey,we found that many factors have led to the dilemma of marginal students' discourse power: the spatial control of the discourse environment is the prerequisite for the weakening of discourse power,the authority of the dominant discourse power is the main reason for the weakening of discourse power,and the discourse hegemony of peer groups is an important thrust of the weakening of discourse power,the particularity of marginal students is the internal cause of the weakening of discourse power.The specific reasons are: classroom seating arrangement and atmosphere creation,teachers' classroom control,negative expectations of marginal students,single evaluation method,class division and exclusion among peer groups,marginalized personality of marginalized students,and utilitarian learning motivation.After comprehensively thinking and in-depth analysis of the performance and reasons for the weakening of marginal students' discourse power,the thesis finally combs the countermeasures for the promotion of marginal students' discourse power.Starting from "building student-based classrooms and improving the discourse environment",then "optimizing the teacher-student relationship and enhance discourse self-confidence”as the value guide,then to “peer mutual assistance encouragement and promotion of full participation” as the practical path,finally“actively integrate into the classroom and activate the discourse awareness” as the ultimate goal,aim to actively promote the discourse power of marginal students through these four levels The promotion.The specific measures are as follows: in the discourse environment,we should break the spatial isolation to make the class alive,create a harmonious atmosphere to make the class motivating,design ingenious system design to let the class competitive;in terms of teacher-student interaction,we should pay attention to the marginal Students' emotional needs to enhance integration,increase their participation,give positive feedback to marginal students,and enhance self-confidence;in terms of student-student interactions,they need to fully respect each other and create interactive opportunities,pay close attentions to marginal students and support each other,if necessary,putting group pressure to promote participation;From the perspective of marginal students themselves,we should change their cognition so that they can fight for the right to express,correct their attitudes so that they can cherish the right to express,we can also promote behavior to make good use of discourse power.In the end,we are trying to build a more complete system for improving the discourse power of junior high school political marginal students,which can promote the marginal students go back to the "center of the class",also truly achieve a richer and more vivid situation in the political class of junior high schools!...