"Legal" Classroom Marginal Participation:A Qualitative Study Of Hidden Truancy Among Secondary Vocational Students

Hidden truancy of secondary vocational students refers to the "legal" marginal classroom participation behavior of their physical attendance but free thought,its often because of secondary students such as weak foundation,bad habits and lack of learning consciousness and uncoordinated factors with the current education system,coupled with the social and school management focus on the prevention of their physical behavior,to them set up the "not success but not an accident" low expectations,various factors led to the secondary generation to recessive skip high incidence of groups.The false classroom prosperity has extinguished the teaching enthusiasm of secondary vocational teachers,but also damaged the quality of talent training,and finally led to the attractiveness of secondary vocational education is difficult to improve for a long time.Based on this,this study takes the qualitative research method,goes deep into the life inside and outside the classroom,understand the dynamic mirror image of the stage of hidden truancy,and on this basis,analyze the deep reasons and generation mechanism of secondary vocational students in the individual life growth history of secondary vocational students,and put forward corresponding suggestions.From the perspective of a third party,the study shows that the group of secondary vocational students is the majority of secondary vocational classes including top students and secondary students;students have different situations and prefer to skip in public classes and "water lessons";the classroom form is mainly entertainment and boring type;the spatial location of hidden students who skip classes in the non-key class and edge seats;the hidden truant students in the social time structure embedded in the classroom,they use the "surplus" class time to construct personal silent alone time and noisy interaction time.In the process of observing and interviewing 12 secondary vocational students,it was found that hidden truancy is not necessarily the behavior of students from beginning to end.Most of the time,it presents the characteristics of reincarnation,namely a deep mirror image of students entering the classroom and leaving the classroom.Therefore,this study aims to show the hidden dynamic whole picture of secondary vocational students through the form of narrative.Specifically,the deep mirror image of implicit truancy can be divided into three types: One is with the active listening to the intention to enter the class,and then passive exit of the implicit truancy.This type of student is struggling to present the adaptation losers.The second is to actively quit the classroom with a negative intention to attend the class,and then passively enter the classroom implicit truancy.This kind of students are lax present refusal to adapt.Third,with the active intention to attend the class initiative to enter the classroom,and then the active withdrawal of the implicit truancy.This type of students are selective adaptations of rational presence.In the part of analyzing and summarizing the reasons behind the hidden truancy behavior of secondary vocational students,this study analyzed the data of more than 180,000 words of the hidden secondary vocational students based on the theoretical basis of planning behavior theory and field theory.The analysis results show that the recessive skipping behavior of secondary vocational students is the result of the resultant force action of the listening intention of the history of social life and the field situation force constructed by the real classroom practice.The negative attitude of secondary vocational students,the improper subjective norms of family and society,and the weak perceptual behavior control shape the negative intention to listen to the classroom outside the classroom center at the beginning and become the positive driving force of their implicit truancy behavior.In real classroom practice,coordinate of field situation will become hinder negative listening intention into reverse boost of recessive truancy behavior,but the reality of the classroom students disadvantage position,bad habit guidance,shattered classroom "mirage" and the anomie of classroom rules,these factors together contribute to the students’ poor adaptation to the classroom field,It constructs the classroom field scene that is unbalanced for students,and becomes the positive driving force of the recessive behavior of skipping class.The regulating effect of the unbalanced classroom scene in the intention-behavior is the key reason why the active listening intention can sometimes generate the implicit behavior of skipping class.The essence of the generation mechanism of recessive truancy behavior is the game between the listening intention and the situational force of the classroom scene,Future regulation correct recessive truancy behavior from the most critical and the most operable increase of real classroom practice construction coordination field scenario of recessive skipping class reverse thrust,with the subject between concept,alleviate location differences,combined with reasonable power source,conservation students positive habit,benefit community for emotional support,reconstruction fantasy and to "adult and success" as the goal concept,optimize the field rules,promote students to better adapt to the classroom field.