From “marginal Student” To “participant” The Narrative Research Of Using English Game To Change Primary Marginal Students’ Roles

This thesis based on the researcher’s real internship experience,observed three kind of marginal students and used narrative research to get into the marginal students’ inner world.This research also showed several real story to feed back what teachers did on changing their roles.At the same time,researcher narrated and analyzed the stories,summarized the experience of English game application strategy and the final education effect of marginal students.The marginal students in the class,they always keep silent and unwilling to take part in the activities and share their problem with others.Family and personal aspects are two reasons for why they doing so.Although they seemed unreachable,they also longing for the attention of teachers and classmates.Staying at the marginal area for a long time influenced the education equality they get,elementary school students are in the character raising stage,unsociable is not good for them to enter the society and communicate with people in the future,so teachers have to do the right guidance.English subject belong to the liberal studies,the theme in the book most based on the real life,and teacher always use flexible teaching method.Game combined with English knowledge are widely used in the class,it effected on present the atmosphere,enhance the participation,and consolidate the knowledge.There is a wide variety of game and every teacher use different methods.So it has to be cleared that what kind of game can make sense on marginal students.Teachers should explore the way that game used to change marginal students’ condition and enhance their participation in the activities.The final aim is make a good and harmonious environment for the growth of every student.This thesis gave a detailed description of three kind of marginal students’ behavior in the classroom.The students who are willing to be bordered have a introverted character and refuse to take part in the activities.The students in passive position actually refer to those who have a bad grade and behavior.At the same time,other students also put them in a isolation and ostracism situation.Marginal group have a indifferent presentation and less desire to express.Marginal group mainly ignored by teachers.Researcher used personal presentation,coworker,multimedia game to present,consolidate,test English knowledge in English teaching.The application of English game provide an authentic and relax language environment.Marginal students develop a sense of their own worth and a taste for learning in this process.As a result,they will from “marginal student” to “participant”.Researcher gave three suggestions,as a teacher,choose different game based on students,properly use co-work game,improve English teacher’s game application ability.English teacher should make a good use of course advantage and game to enhance students’ knowledge and build a better character.