Study On The Living Conditions Of The Marginal Students In Class

"Marginal people" were originally derived from Zimmer’s concept of "strangers",and from the original sociological concept,they are now also telling "stories" about "marginal people" in the field of education."Marginal people" in pedagogy refer to individuals or groups of students who are ignored or rejected by their classmates in class life,wandering around at the edge of the class and unable to fully integrate into the class collective.Based on this,this study identified the purpose of this study by reviewing and collating previous research literature,i.e.to understand the life picture of the classroom marginalised through a series of in-depth interviews and observations,what kind of life they actually present in their interpersonal interactions,in their academic life,in the classroom and outside the classroom,and to introduce sociological theories to provide help for the classroom marginalised to get out of their predicament.The research design phase prepares for the selection of research subjects,entry into the research site,collection of research data,exit from the research site and data analysis.This paper therefore identifies and conceptualises the classroom marginalised through the method of children’s social status measures.Two research methods,in-depth interviews and participant observation,were also used to examine five second grade primary school students and to explain the underlying causes of their life status using Collins’ integrated conflict theory.In this sense of integrated conflict theory,the patterns of behaviour or rituals of interaction exhibited by those on the margins of the class form social life.If a variety of behavioural norms in everyday life can be carried out,it can actually strengthen the emotional ties between the dominant group in the class,the class fringe and the class as a whole,and these emotional ties can shape the structure and order of the class.But this is also where the classroom fringe clashes with it,because the two sides hold different values and the classroom fringe may increasingly succumb to the existing classroom order for its own survival and development,so the conflict between the two remains.After a series of interviews and observations,the classroom marginalised were classified into three categories: ’match readers’ in teaching activities,’excluded’ in interpersonal interactions,and ’neglected’outside the mainstream group.Specifically,the "matching readers" in teaching activities exhibit characteristics such as low participation,insufficient self-control,strong destructive ability,and "hyperactivity disorder";In interpersonal communication,the "excluded" exhibit characteristics of being inactive,hesitant to move,and "they already don’t like me";The "neglected" outside the mainstream group exhibit characteristics such as moderate academic performance,habitual obedience,and a desire for recognition.The theory of integrated conflict is also used to explain the specific reasons for the formation of marginalised people in the classroom.Three aspects are discussed:structural conflicts and differences outside the school,the failure of interaction rituals inside the classroom,and the flattening of the emotional energy of the classroom marginalised.Finally,corresponding transformation strategies are also proposed for the effective transformation of classroom marginals into the mainstream classroom group.The first is educational support,optimising the allocation of educational resources and building an all-round educational environment;the second is interpersonal coordination,promoting conscientious interactions between teachers,students and peer groups;and finally,psychological support for the classroom marginalised,improving students’ self-efficacy and strengthening their sense of agency.