Research On "Marginal Man" In Cooperative Learning Of Primary School Mathematics

In the new round of curriculum reform,the country is taking into account to the reform of learning style increasingly,since cooperative learning as a new way of learning into classroom teaching,teachers’ utilization rate of cooperative learning also rises accordingly,at present,cooperative learning has become a common teaching method.Cooperative learning is not only conducive to students’ mutual learning,but also conducive to students’ mutual communication,which plays a role in the improvement of students’ grades and the development of psychology.However,in fact,some students cannot really participate in the group discussion and communication,and become the "marginal man" in cooperative learning.The appearance of "marginal man" leads to the unsatisfactory effect of cooperative learning,and the "marginal man" themselves have a certain negative impact."Marginal man" in cooperative learning of primary school mathematics refers to the students who are unwilling or unable to participate in cooperative learning.A survey of "marginal man" in mathematics cooperative learning in D primary schools in Xuzhou,the ratio of "marginal man" is higher,"marginal man" have little affection to join in cooperative learning,the mathematics achievement of "marginal man" is generally poor,not interested in mathematics,the learning effect is low,the lack of self-confidence,the loss of the right to speak,peer relationship and teacher-student relationship are in a state of tension.The existence of "marginal man" in cooperative learning of primary school mathematics comes from the following reasons: self-related reasons,peer reasons,teacher reasons and class size reasons.Self-related reasons,one is the math performance in the middle or lower level,the second is the lack of correct cognition of cooperative learning,the third is to have a negative mindset;In the aspect of peers,it mainly includes the prejudice of peers towards marginalized students and the lack of emotional support;Reasons for teachers,first,teachers do not pay enough attention to "marginal man",second,they lack human care for "marginal man",third,they lack good cooperative learning strategies and educational concepts;In terms of class size,the main reason is that the class size is large.In view of the problems of "marginal man" in cooperative learning of mathematics in primary schools,this paper proposes countermeasures from two dimensions: teachers and peers.In the aspect of teachers,firstly,teachers should be good spiritual guides for students,secondly,they should improve the concept and implementation of cooperative learning,thirdly,teachers and parents form a joint educational force to help the transformation of "marginal man";In the aspect of peers,one is to establish correct communication concepts to enhance the sense of belonging of "marginal man",the other is to form a fine atmosphere,and stimulate "marginal man" to speak positively.