| At present, teaching in large classes has become a very common phenomenon in basic education in China. Under the background of large classes’ teaching, it is difficult for the class teachers to balance all the students. Marginal students have problems in acquiring knowledge and obeying class discipline. Solving these problems is helpful to marginal students’ own development and it contributes to the realization of education fairness and balanced development goals of basic education. However, solving the problem of marginal students is still difficult in the process of large classes teaching. Therefore, in-depth discussion on the phenomenon of marginal students is very important and urgent.In order to find an effective education strategy in marginal students under the background of large classes’ teaching, the author made a study based on the Inclusive Education Thought and Rawls Justice Theory by combining his own teaching practice experience and using class observation method, interview method, literature method, case method and experience summary method. By collecting relevant literature and field surveys to know the present situation of the marginal students under the background of large classes’ teaching and being guided by relevant theories, the author analyzed some deficiencies in the theory first, and then in the view of the deficiencies, the author combined the present situation with the theory and teaching practical experience, and then the coping strategies have been put forward.Marginal students are not activein class learning,incapable of thinking independently, solvingproblems and scheduling reasonable learning time. Therefore, learning efficiency is low; in the aspect of abiding by class order, marginal students incline to talk freely instead of following the teachers and generate negative mentality to the teachers’ discipline. The teachers cannot simply avoid the marginal students’ problems, but should take care to understand it, study it, find the solution to the problems in order to promote healthy development of an orderly class teaching, andhelp marginal students shift.Under the background of large classes’ teaching, the teachers have adopted some unreasonable treatment to marginal students:Sarcasm- damaging self-esteem of marginal students;Punishment- aggravating marginal students’ rebellious attitude;Drifting- marginal students are content with the status quo;Telling their parents- reducing the teachers’ prestige in the students;Isolation- making students become the typical "marginal groups".These handling methods are bad for students to recognize their own shortcomings, much less conducive to the marginal students to get the help of the outside world and the efforts to change themselves and get shifted.Being marginal students is temporary, and the teachers can adopt appropriate strategies to help marginal students get shifted:1. In view of the development of the students,the teachersshould find the advantages of marginal students, create more opportunities for marginal students to get involved in the class and class activities and show more concern and encouragement to promote the transition of marginal students.2. To adopt suitable methods to handle the problems of marginal students. In the class, the teachers can use the tone transformation, or the methods such as eye adjustment and linguistic cue to remind the students and solve the problems having appeared.3. To make good use of class informal organizations.In large classes’ teaching, the teachers must have a correct understanding of informal organizationsand the positive force of the informal organizations can help marginal students.4. To pay attention to students’ multi-level teaching to shift marginal students.Under the background of large classes’ teaching, the teachers can use the multi-level teaching method before class, during class and after class to carry out targeted guidance and help formarginal students.Marginal students in class are relative and dynamic. The teachers should treat them correctly and hold on to the belief that marginal students can be shifted and adopting reasonable effective methods and taking positive action can help marginal students get shifted. |
