摘要：在班级人际的围观结构中存在着两个极端：一中是在班级中享受着极高威望和老师信任的学生，一种则是平淡无奇，与班级同学交流甚少甚至口碑略差的学生，本文主要从教育公平的角度论述小学课堂教育的边缘人的现象。公平是一个社会和谐发展的基本要求之一，我国是社会zhuyi社会，这就要求我们用科学发展观的思想看待“边缘人”这一问题现象。我们要以zhuyi的基本理论作为指导思想，运用科学规范的经验分析、历史分析，紧密结合我国现阶段的教育方针政策，从教育政策的角度来深入了解教育公平从而着手解决一些教育不公平现象。从学生的身心健康发展角度出发，以内在因素和外在客观条件为依据来探讨小学课堂教学过程中产生“边缘人”现象的原因及解决方法和策略，促进教育公平，使得小学课堂上的每一位学生都能实现或获得教育所赋予人的发展的权利机会和条件。71565　　

毕业论文关键词：小学课堂教学 教育公平 边缘人 

Abstract： There is a crowd in the class structure of interpersonal two extremes: a student is enjoying high prestige and trust the teacher in the class, one is bland, very little communication with classmates and even slightly worse reputation students, this paper focuses on marginal phenomenon classroom education elementary education from the point of fairness.Fair is one of the basic requirements for a harmonious development of society, China is a socialist society, which requires us to use the scientific concept of development thinking look "marginal man" phenomenon issue.We should take the basic theory of Marxism as the guiding ideology, the use of scientific and standardized empirical analysis, historical analysis, in close connection with China's current education policies, from the perspective of education policy to gain insight into education in order to tackle some of the equity of education inequity .From the perspective of the students' physical and mental health, to explore ways of generating less than primary school classroom teaching process "marginal man" Causes and solutions and strategies in external factors and based on objective conditions, promote equity in education, so that every elementary school classroom a student can achieve access to education or the rights conferred and opportunities for development.

Keywords：Elementary Classroom,Education Fair,Marginal

目   录

1 前言 3

2 小学课堂教育“边缘人”现象分析 3

2.2小学课堂教学中“边缘人”现象产生的原因 4

2.2.1“精英zhuyi”课堂价值观的制约 4

2.2.2传统教学理念、教学方法和“以学生为本”之间的矛盾 5

2.2.3学生自身发展的不平衡性 5

2.2.4社会环境的影响 6

3 促使“边缘人”回归课堂的应对策略 6

3.1增强学生的课堂归属感 6

3.1.1关心每一位学生的发展 6

3.1.2给学生课堂参与的空间 6

3.1.3多信任、多鼓励、多表扬 6

3.2学生安全的归属感 7

3.2.1教师职业的示范性 7

3.2.2适当降低学生竞争强度