教育公平对于构建社会主义和谐社会意义重大。随着普通中等教育的发展，普通高级中学逐步扩招，使得一部分处于招生劣势的高级中学学困生普遍存在，其中不乏学习十分刻苦的用功型学困生。同伴关系对于高中生的社会化以及人格的形成有着至关重要的作用，本研究旨在通过个案研究探索高中用功型学困生的同伴关系特点以及形成这些特点的原因。本研究采用质的研究方法，通过访谈和实物收集的方法收集高中用功型学困生同伴关系的特点和成因。

通过资料分析发现高中用功型学困生的同伴关系特点在数量、类型和质量上与以往学者对学困生的研究结果有所差异。用功型学困生的一个重要特点就是用功，他们同伴关系的特点在一定程度上与其“用功”相匹配。他们的同伴关系在数量上呈现出总数少、知心朋友少、同伴群体小的特点。在类型上，研究参与者的同伴一般与其年龄相仿、性别相同、性格相似、个性鲜明、品质优良、成绩良好。在质量上，研究参与者同伴来源面窄、交往技能良好、交往内容单一、稳定性良好。

影响高中用功型学困生同伴关系的因素有自身因素、家庭因素、学校因素和社会因素。在这四个因素中，自身因素是最为主要的因素，具体体现为研究参与者的学习成绩、班级角色、性格特点、心理发展、个人思考和兴趣爱好会对同伴关系造成影响。除此之外，家庭中父母指导、家人陪伴程度、父辈矛盾、住址迁移以及城乡出身也给同伴关系造成不同程度的影响。作为一名学生，学校造成的因素也不能忽视，学业压力、班级变动、住宿制度以及老师的态度也在影响着高中用功型学困生的同伴关系。每个人都是社会的一份子，都是时代洪流中的一朵小浪花。从访谈中，我发现研究参与者的同伴交往或多或少受到了社会的影响。

通过本研究，提出以下建议：用功型学困生自身应拓宽交友面，结交益友，通过培养兴趣爱好和广泛阅读提升同伴交往能力。学校应落实法定节假日正常休息，确保学生每日充足的休息时间，给学生足够的时间进行同伴交往。教师应减少对成绩的关注，对学生进行多元化评价，增加对同伴关系的辅导，促进学生健康成长。父母应营造宽松的同伴交往氛围，适当指导，以身作则，形成积极影响。社会层面应健全法律法规，动员社会力量减少网络对青少年的危害。加强社会关注，关爱学困生。

Fairness in education has raised considerate concern in the process of building a socialist harmonious society. With the development of ordinary middle schools, the source of students for ordinary senior high schools has gradually expanded. As a result, students with learning difficulties are widespread in some senior high schools at a disadvantage in enrollment, and many of them are actually hard-working. Peer relation plays a key role in the socialization and personality of high school students. The study aims to explore the characteristics of peer relations of hard-working students with learning difficulties and the causes based on a case study. The study adopts a qualitative research method and analyzes the features of peer relation of hard-working students with learning difficulties in senior high schools as well as how these features are formed by means of interviews and the collection of material objects.

According to the data analysis, these students have an obvious characteristic, i.e. hard-working, and their peer relations are matched with their "hard work" to some extent. The characteristics of their peer relations are different from those of previous studies on students with learning difficulties in terms of quantity, type and quality. In terms of the number of their peer relationships, there are fewer total numbers, fewer intimate friends and small peer groups.In terms of type, the companions of the study participants were generally of similar age, same sex, similar personality, distinct personality, good quality and good performance.In terms of quality, the study participants have narrow peer sources, good communication skills, single communication content and good stability.

Factors affecting peer relation of hard-working students with learning difficulties include four aspects, namely their own factors, family background, school situation and the society level, among which their own factors are the most important ones. Specifically reflected in the study participants' academic performance, class role, personality characteristics, psychological development, personal thinking and interests will have an impact on peer relationship.In addition, parental guidance, family companionship, conflict between parents, address transfer and urban and rural origin also have different degrees of influence on peer relationship.As a student, the factors caused by school cannot be ignored. Academic pressure, class change, accommodation system and teacher's attitude also affect the peer relationship of hardworking students with learning difficulties in high school.Everyone is a member of the society, is a small wave in the current of The Times.From the interviews, I found that the peer interaction of the study participants was more or less influenced by society.

Some suggestions are put forward through this study.Hard-working students with learning difficulties should make friends extensively, make good friends, and improve their peer communication ability by cultivating interests and reading extensively.Schools should implement normal rest during statutory holidays to ensure adequate rest time for students every day and give students enough time for peer communication.Teachers should pay less attention to grades, make diversified evaluations on students, and increase guidance on peer relationships. Parents should create a relaxed atmosphere of peer communication, appropriate guidance, set an example, and form a positive influence.At the social level, laws and regulations should be improved to mobilize social forces to reduce the harm of the Internet to teenagers.Strengthen social concern, care for students with learning difficulties.