An Analysis of the Causes and Countermeasures of the Phenomenon of “Marginal People” in Classroom Teaching at the Aspect of Teachers
Abstract
The “Marginal People” in classroom teaching refer to those who are ignored or even excluded by teachers and other students because of their own reasons (physical and psychological differences) in classroom teaching activities. The “Marginal People” in classroom teaching are widespread, and their distribution areas are mainly concentrated in the edge of the classroom space, that is, the left and right sides and the back row, and it is more common in the classroom of teachers who do not pay attention to classroom interaction, boring lectures and straight intonation. The reasons for the emergence of marginal students are complex, among which teachers, as educators of the younger generation, need to bear a large part of the responsibility, such as: teacher literacy, teaching design, classroom management and other aspects of the impact on students. In the face of these problems, teachers should make corresponding adjustments and improvements.References
[1] Qiu D. The formation of “edge students” and transformation strategies. Journal of Qiannan Normal University for Nationalities 2013; (1): 56–59.
[2] Zhang L. Changes The evolution of American marginal theory (in Chinese). Journal of Tianzhong 2010; (4): 64–67.
[3] Fan G. Educational ecology (in Chinese). Beijing: People’s Education Press; 2000. p. 230, 231.
[4] Brewer BL. Interracial marriage: American men who marry Korean women [PhD thesis]. Syracuse University; 1982.
[5] Zhou J. The phenomenon of “marginal person” in classroom teaching [MSc thesis]. Tianshui: Tianshui Normal University; 2019. p. 1–50.
[6] Jointly compiled by twelve key normal universities across China. Fundamentals of education (in Chinese). Beijing: Educational Science Publishing House; 2014. p. 230.
[7] Jointly compiled by twelve key normal universities across China. Fundamentals of education (in Chinese). Beijing: Educational Science Publishing House; 2014. p. 299.
[8] Wang D, Guo W. Education (in Chinese). Beijing: People’s Education Press; 2016. p. 404–410.
[9] Jointly compiled by twelve key normal universities across China. Fundamentals of education (in Chinese). Beijing: Educational Science Publishing House; 2014. p. 226–234.
[10] Jointly compiled by twelve key normal universities across China. Fundamentals of education (in Chinese). Beijing: Educational Science Publishing House; 2014. p. 300–313.
Authors contributing to this journal agree to publish their articles under the Creative Commons Attribution-Noncommercial 4.0 International License, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear. With this license, the authors hold the copyright without restrictions and are allowed to retain publishing rights without restrictions as long as this journal is the original publisher of the articles.
