Research On "Marginalized People" And Their De-marginalization Strategies In Primary School Classrooms

In the context of comprehensively promoting educational equity,pay attention to every student in classroom teaching,ensure that every student can enjoy equal material and non-material educational resources,have the same right to education,recognize the differences and pluralism of student development,and achieve distributive justice in classroom teaching.In reality,the existence of the phenomenon of "marginal people" in primary school classroom teaching is contrary to the distributive justice of education,which is not conducive to the healthy growth and all-round development of students’ body and mind,and hinders the realization of educational equity.Firstly,the relevant literature at home and abroad on the types,characteristics,class influence and transformation measures of "marginal people" in classroom teaching is analyzed through the literature method,and the concept of "marginal people" is defined,and the concept of related concepts is analyzed.Subsequently,the author conducted in-depth research on the students and teachers of grades 3 to 6 of E Primary School through questionnaire survey,observation and interview method,and understood the current situation of "marginal people" in classroom teaching.Through the analysis of questionnaire survey,it is found that the existence of "marginal people" in primary school classroom teaching affects the efficiency of classroom teaching,destroys the construction of class style and study style,is not conducive to class management,and loses classroom teaching fairness.Based on these negative effects,the author’s research found that this study is distorted teaching philosophy in schools from four aspects;the lack of professionalism of teachers;Apathetic peer relationships and marginal students’ negative self-perception are rationally attributed.On this basis,the author puts forward transformation suggestions from four aspects:building a pluralistic and equal teaching concept in schools,improving the professional quality of teachers,rationally using the educational power of peer groups,and guiding marginalized people to establish correct self-awareness,in an effort to provide practical solutions for the transformation of "marginalized people" in primary school classroom teaching.Based on Rawls’s theory of justice and Gardner’s theory of multiple intelligences,this study proposes the causes and transformation measures of "marginal people" in primary school classroom teaching under the guidance of its ideas,and enriches the practical research on the teaching phenomenon of "marginal people".Through this research,this paper aims to understand the survival pattern of marginal students in real classroom teaching,explore the transformation path of "marginal people" in line with real development,arouse attention and reflection on the phenomenon of "marginal people" in classroom teaching,transform marginalized groups,promote the all-round development of students,and achieve educational equity.