试述课堂边缘生的特征、成因与教育策略  

Study on Characteristics,Causes and Educational Strategies of Edge Students in Classrooms

作　　者：鞠晓青[1] 马勇军[1] 

机构地区：[1]青岛大学师范学院,山东青岛266071

出　　处：《青岛职业技术学院学报》2015年第5期55-58,共4页Journal of Qingdao Technical College

摘　　要：随着教育改革的快速发展,课堂中由于教育者教育行为失当而导致的边缘化学生越来越多。这类学生一般学习困难,课堂中具有自己独特的区域、行为和互动特点。形成这种现象的表层原因是存在课堂空间距离,缺少目光交流和言语互动,而深层原因则是学生的学业成绩压力和社会地位制约。因此,必须从建立理解型师生关系、加强互动教学、培养学生自我意识和优化学习环境等方面入手,使学生从课堂活动的边缘回归到正常的课堂活动中。With the rapid development of education reform, more and more students in the class- rooms get marginalized due to the improper education behavior of the educators. Generally, they have difficulties in learning and have different degrees of studying weariness. In classrooms, they have their unique regions, behavior and interactive characteristics. The surface reason for the phenomenon is the existence of classroom space distance and the lack of eye communication and language interaction. And the deep reason is the academic achievement pressure and social position restriction of the students. Therefore, the students should be helped to return from the edge of classroom activities to the normal activities by means of building understanding teacher-student relationship, strengthening interactive teaching, cultivating their self-consciousness and optimizing the learning environment.

关 键 词：课堂边缘生 课堂活动 师生互动 

分 类 号：G444[哲学宗教—心理学]