The "truth" Of Marginalization

Students' participation is an important factor influencing students' learning quality.However,the phenomenon of students' non-investment in classroom participation is common in actual teaching.Non-participants in the classroom not only refer to students with zero participation in learning,but also include those who use the superficial participation of the surface to cover up the factual unintentional learning,and become "marginalized" students who are off the center of the classroom and endanger their learning and development.Due to the hidden,differences,and complexity of the generation of marginal students,the effective teaching and management of marginal students has always been a weak link in primary and secondary schools.This is not only against the advocacy of fairness in education,but also not conducive to the cultivation of students' healthy personality.Therefore,it is necessary to develop in-depth understanding of marginal students in the form of case studies,make relevant explanations and put forward effective suggestions in combination with existing data.In view of this,this study starts from the perspective of ecosystem theory,use in-depth interviews,field surveys,and product analysis in the two fields of home and school which have a close impact on individual behavior.The study conducted three months of close contact to the case which focuses on the questions of classroom behavioral performance,external environment and classroom behavior construction.Therefore,we conducted an in-depth analysis of the life background of the case,restores the true appearance of case classroom participation in marginalization,discussed the problem of motivation and mechanism after class "wandering",and highlights the crisis and situation of individual cases.In terms of description,this study uses narrative methods to show the interpersonal relationships that influence the construction of classroom behaviors from the three parts of teacher-student alienation,mother-child rival,and loss of autonomy.In addition,from the perspective of family education,interaction patterns,social identities,and teachers' teaching behaviors,student expectations,teacher burnout,and teacher behavior suppression,we understand and explain the phenomenon of "wandering" of class center.The study concludes that children's classroom behavior is the result of an ecological environment composed of interconnected systems.One's behavior is often not caused by individuals,but is "created" by all systems in thebackground of life.Finally,the study made suggestions from both parents and teachers,hoped that children's classroom behavior problems can be viewed from the perspective of ecology,system and development,and consider the impact of connections and interactions on children's growth.Look at the construction of classroom behavior as a dynamic process,as a whole,to provide the most effective support.