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Abstract
With popularity and application of the modern information technology and the modern educational theory, the English educational environment in the elementary schools has taken fundamental changes and the educational levels have been greatly promoted. However, we have no choice but to be confronted with such an embarrassing fact: we are still nagged by the phenomenon of marginal groups among students. Therefore, in order to improve the teaching levels in the true sense, it is necessary to study the learning conditions of marginal groups and know their learning features well. Besides, we must find out the reasons why the marginalization phenomenon happens and the rules of its spread. Effective measures should be taken to inhibit the spread and to prevent marginalization from ever happening. Based on the background of classroom activities, this paper puts forward the effective countermeasures against the phenomenon of marginalization from teachers’ perspective. As English teaching major students, we should study the marginalized pupils’ adverse circumstances and try our best to help them get out of the “edge” state and reintegrate into English learning activities.
Keywords: marginalized students; English classroom learning; solutions; educational equality
Contents
Abstract
摘要
1. Introduction-2
2. Literature Review-4
2.1 The definition of marginalized students-4
2.2 The foreign and domestic educational solutions to marginalized students-4
3. Some Problems in Primary School English Classroom Teaching in Terms of Marginalization-6
3.1 Lacking interactive activities-6
3.2 Inadequate teachers’ guidance on English learning methods-7
3.3 Inadequate cooperative English learning group activities-7
3.4 Insufficient positive teaching evaluations-7
3.5 Traditional teaching methods-7
3.6 Not arousing students’ interest in English learning-8
3.7 Not having made full use of English teaching resources-8
4. Solutions to the Marginalization Phenomenon in Primary Schools English Teaching-8
4.1 Strengthening interactive English teaching and creating a harmonious atmosphere-8
4.2 Helping pupils master good English learning methods-10
4.3 Carrying out more cooperative English learning group activities-10
4.4 Giving positive teaching evaluations and helping marginalized students build confidence in English class-11
4.5 Properly using the game teaching method in English class-14
4.6 Cultivating pupils’ interest in English learning-15
4.7 Optimizing English teaching resources-18
5. Conclusion and Recommendations-20
5.1 Major findings of the study-20
5.2 Limitations of the present study-22
5.3 Prospective to the future study-22
Works Cited-23