A Study Of "Marginal Students" Class Beavioral Guidance In Senior English Class

“Marginal students” refers to the individual or group students who ignore the educational activities in the practical activities of education and teaching,and their thinking activities “dissociate” from the classroom due to their own and some external reasons,with the characteristics such as inconstancy,development,weakness and marginality.Studying the current situation of classroom behavior and the mechanism behind of “marginal students” will do good to the implementation of reform goals and tasks of the new curriculum reform,and will do good to the self-awareness and adjustment of “marginal students”,and will also do good to helping the teachers,parents and schools correctly understand and guide “marginal students’ behavior”.The literature indicates that the research on “marginal students” has already attracted more attention of domestic scholars and the research has achieved great results.However,“marginal students” still exist in the real educational practice activities,and their “marginality” seriously restricts the students English learning,physical and mental health development,etc.Besides,because of the objective existence of “marginality”,it apparently interferes with the operation and the guarantee of classroom teaching quality.At the same time,it has a negative effect on the effective implementation of quality education.Therefore,how to fully understand and master the specific classroom behaviors of “marginal students” in the English classroom,the formation mechanism of their marginal behaviors,and how to effectively help “marginal students” actively tear off their labels and other issues still need us to explore,excavate,verify and improve.Upon this background,this study fully absorbs the significant research results at home and abroad,research on the current situation,analyze and discuss the current situation,and propose improvement measures of “marginal students” classroom behavior in senior school English classroom in Y Middle School of Y City,which aim to provide referable experiences and methods for senior high school English teachers to transform “marginal students”.Based on the theories such as Phenomenological Theory and Hierarchy of Needs theory,this paper selects 8 marginal students by adopting qualitative and quantitative research method,focusing on their classroom performance,classroom roles and classroom interaction and so on.The purpose of this paper is in order to solve the main problems such as the specific(activities)distribution situation and characteristics,the phenomenon of “marginal” behavior,and the formation mechanism of “marginal” behavior of “marginal students” in English classroom activities,and according to the main question,according to the research data and referring to the existing research results to design “the guidance practical scheme” of “marginal students.” After more than four months of implementation and inspection,results have been achieved in the specific aspects of actively guiding the marginal students’ classroom behavior transformation.