Investigation And Research On The Phenomenon Of "Marginal Students" In The "Sunshine Classroom" Teaching Mode Of History In Junior Middle School

In the era of in-depth implementation of the "double reduction" policy,pay attention to the growth and development of every student in the history classroom teaching,study the "marginal students" in the junior high school "history" classroom,and promote their transition from the marginal status of classroom teaching to the mainstream The role change is not only conducive to improving students’ interest in learning history and stimulating students’ inner potential,but also helping to promote the harmonious growth of students’ individual body and mind,to achieve the effective implementation of the "double reduction" policy,and ultimately to achieve comprehensive development.By arranging and analyzing domestic and foreign theoretical and practical research on "marginal people" and other related groups,the concept of "marginal students" is defined and analyzed with related concepts.Then select X junior high school in Z city as a research sample,conduct interviews,surveys and field classroom observations on students of different grades and classes,adopt a combination of qualitative research and quantitative research,and comprehensively use the questionnaire method,interview method,classroom observation method and The case study method and other methods are used to investigate and analyze the problem of "marginal students" in the current history classroom teaching of junior high school in this school.It is found that the existence of the phenomenon of "marginal students" in the "sunshine classroom" teaching mode of junior high school history is the result of a combination of factors,including the inappropriate teaching methods of teachers,the influence of peer groups,the lack of parents’ growth and the influence of students’ own personalities.,making the problem of "marginal students" in history classroom teaching more common.According to the questionnaires and interviews with the seventh and eighth grade students,combined with the students’ actual performance in the classroom,the types and characteristics of "marginal students" in the history classroom teaching are divided in detail,and cases are selected through classroom observation and interviews.The research object,the formation of "marginal students" has been deeply analyzed from the aspects of teaching factors,peer groups,family factors,etc.,combined with the formation factors of "marginal students",transformation strategies are proposed from three aspects: history teaching,peer groups,and family factors,trying to provide practical strategies for the transformation of "marginal students" in junior high school history classrooms.