摘要
课堂教学中的"边缘人"是指游离于教学活动的中心,处于课堂教学的边缘,没有得到良好发展的学生个体或群体。这种个体或群体具有一定的普遍性、边缘性、弱势性、相对性等特征。依据不同的标准,可以把课堂教学中的"边缘人"划分为若干种类型:主动型边缘人和被动型边缘人、积极型边缘人和消极型边缘人、内源型边缘人和外源型边缘人、完全型边缘人和相对型边缘人、表象型边缘人和实质型边缘人以及安静型边缘人和躁动型边缘人。课堂教学中的"边缘人"现象影响着教育公平的实现,可以采用教师主导型、学生内省型、教学环境刺激型和教学制度规训型等策略进化转化。
The ＂marginal persons＂ in classroom teaching refer to the individuals or groups of students who are dissociated away from the center of ＂classroom teaching activity＂ and have not achieved good development in the given environment of classroom teaching. Such students or groups tend to be characterized by universality, marginality, vulnerability and relativity etc. According to different standards, the ＂marginal persons＂ in classroom teaching can be divided into several types such as active or passive marginal persons , positive and negative marginal persons, endogenous and exogenous marginal persons, complete and relative marginal persons, external and substantial marginal persons, quiet and restless marginal persons. ＂Marginal persons＂ in classroom teaching have affected the realization of educational fairness, the strategies such as teacher leading, student introspecting, teaching environment stimulating and teaching system constraining should be adopted to bring the ＂marginal persons＂ back to the center of classroom teaching activity.
出处
《教育研究》
CSSCI
北大核心
2014年第7期115-122,共8页
Educational Research
基金
重庆市高等学校巴渝学者特聘教授资助计划
西南大学教育学部重大攻关项目"我国中小学课堂教学中‘边缘人'问题研究"(项目编号:2013GXM04)的研究成果
关键词
课堂教学
“边缘人”
边缘学生
classroom teaching, ＂marginal persons＂, marginal students
