Research On The Status Quo Of Self-Identity And Educational Countermeasures Of "Marginal Students" In Rural Junior High Schools

Junior high school students are experiencing a special moment of physical and mental development.The junior high school stage is a critical period for the formation of self identity.In rural junior middle schools,"marginal students",as a special group dissociated from school learning and life,have produced a series of psychological problems due to their parents’ lack of care and education and their low attention in school,especially the deviation of self-identity.On the basis of combing the theoretical knowledge and practical experience related to the self-identity of "marginal students" at home and abroad,this research takes 8 rural junior middle schools in M District of Zhanjiang City as the research scope,and some of them are "marginal students" as the research object.Starting from the current status of the self-identity of "marginal students" in rural junior middle schools,this research adopts questionnaire survey and interview methods to conduct research,and teachers,parents Conduct semi-structured interviews with role models.The survey of self-identity mainly focuses on the three dimensions of self-image identity,group role identity and self-worth identity,including descriptive statistics and analysis of variance.According to the data and materials obtained from the survey,the current sense of self-identity of "marginal students" in rural junior middle schools is at a low level,and the social environment,school’s educational philosophy,parents’ educational methods,students’ own ideas,etc.affect the formation of the sense of self-identity of "marginal students".According to the results of the study,combined with the current situation of the self-identity of the "marginal students" in rural junior middle schools,this study proposes educational countermeasures to enhance the self-identity of the "marginal students" in rural junior middle schools from four aspects: society,school,family and students’ self,and strives to help the "marginal students" in rural junior middle schools find self-confidence and correctly evaluate themselves.