Research On The Causes And Countermeasures Of Marginal People In Primary School Chinese Classroom

The primary School Language curriculum standard states that language is an important communication tool,a cornerstone for learning other subjects,and an important foundation for students’ overall and lifelong development.Due to the multiple functions and foundational significance of Chinese,it gradually occupies an important position in the upwelling of educational reform.However,learning Chinese well is not a matter that can be done overnight.The long-term nature of Chinese subject and implicit effect lead to more and more marginal people in Chinese class.For a variety of reasons,marginalized students in primary school Chinese class are ignored by teachers or their peers,actively or passively free from the classroom,gradually transparent in the classroom,and unable to equally enjoy the educational resources.In the new era of calling for educational equity,such groups appear to be incompatible,not only affecting the promotion of educational equity,but also contrary to the educational purpose of quality-oriented education for all students.Based on the important role of Chinese subject and the advancement of education fairness,this study to hinder the education fairness,destroy the ecological balance and the elementary school language classroom education from theory and practice of double marginalized people ignored as the background,on the basis of understanding of existing research,combining with the label theory,teacher expectancy effect,and caring theory,providing theoretical basis for research.After reading a lot of literature and analyzing the actual situation in the early stage,we use observation,interview and questionnaire to analyze the marginal people in primary School Chinese classroom.Through analysis,the elementary school language classroom is influenced by many aspects,the formation of marginalized people in the school level,"only fraction theory",the teachers’ negative expectation effect and special seats for primary school Chinese classroom edges labeled the negative,improper way of evaluation and teaching behavior,and integration into the classroom atmosphere,is the person produces the edge of the elementary school language lesson class incentives;As another place for students’ education,the family environment can not meet the basic needs of students,family education deviates from the original aspiration,parents’ lack of economic investment in education and families’ neglect of Chinese subject will make students despise Chinese subject,which is reflected in the separation from the teaching center in class.Introverted students,or relying too much on external factors to promote learning,will also lead to marginalization when they are at a disadvantage in communicating with their peers.After sorting out and analyzing the causes of marginal people in primary School Chinese classroom,how to make them return to the classroom is the top priority.Combining with the current situation and causes,this study puts forward educational countermeasures from three aspects: school,family and students themselves.School level to create a harmonious classroom atmosphere and scientific arrangement of seats for the ecological construction of the language classroom,reasonable allocation of resources at the same time,improve the students’ participation,the careful design class,stimulate students’ Chinese learning interest,a variety of evaluation way to evaluate students,encouraging students to return to the classroom,to have reasonable teachers’ expectation,correct label theory;At the family level,we should change the improper way of upbringing,establish a correct educational view,create a harmonious family atmosphere,implement effective interaction,change the prejudice of Chinese subject,and pay attention to Chinese subject education.Students should establish self-confidence,deal with interpersonal relationship correctly,de-label,self-affirmation in Chinese class.