A Study On The Counter-School Culture Of Yi Students In Rural Areas

The Yi students has simplified by the previous research,and there is a lack of research on rural Yi students.In the era of rural revitalization,rural education is conducive to rural revitalization,so it is necessary to perform specific research on rural Yi students.Besides,researches on counter-school culture in China often focus on Han students and rarely discuss minority students.Therefore,the discussion on Yi students enriches the content of counter-school culture research in China.In view of this,the dissertation studies the counter-school cultural behavior of rural Yi students,and try to explain their performance characteristics,generation mechanism and countermeasures.In this research,qualitative research methods are used.Through purposive sampling,Y Middle School in Xichang City is selected as the field site.The in-depth interview,participatory observation and literature methods are used to assemble data,and the three main analytical concept are used to analyze the data.The research has the three following findings: First,the rural Yi students who have poor academic performance in Y Middle School show counter-school culture.This kind of counter-school culture is presented in two ways: explicit resistance and covert resistance.Explicit resistance refers to the resistance of rural Yi students to the concept of existing time,relationship,and getting along in school.The covert resistance behavior involves the rural Yi students’ resistance to the existing concept of students’ role in the school.Second,the counter-school cultural behavior of these rural Yi students is due to the combined effect of three factors.Their personal habit of "eating the pain of farming" generated in their families conflicts with the learning behavior norms of "eating the pain of learning" that the school expects these students to develop.Under the influence of this conflict,the economic oriented learning view and the responsibility view of sharing pressure generated by these students in their families hinge on each other,deepening their sense of exclusion from learning.Third,the counter-school cultural behavior formed by the rural Yi students will have a prospective impact on Stratum reproduction.This research puts forward relevant solutions.Teachers can form teaching methods that are more suitable for the learning situation of rural Yi students,encourage parents of Yi students to increase the frequency of participating in students’ learning life,and cultivate students to master appropriate learning methods and learning thinking.Parents of rural Yi students can maximize teachers,new media and other resources to learn and master parent-child communication and family education methods.Rural Yi students need to master the objective attribution of success or failure and good learning methods.