本文将社会学领域的“边缘人”概念引入中学课堂教学中，为中学课堂中的“边缘生”这一客观存在提供进行教学反思和追问的切入点，并在此基点上丰富其原有之义，剖析当下教育背景中边缘生的事实状态，多角度寻求“边缘生”形成的内在机理和外在因素。针对现状和形成原因，本文在反复实践的基础上寻得行之有效的解决对策和转化方案，也为预防“边缘生”的发生提供借鉴思路。由此，形成一个全面的对课堂边缘生的参与现状的剖析及解决策略的研究。

    为了对“边缘生”进行诊断和处理，本文在多角度调查的基础上将研究目标即“边缘生”进行概念化处理，“边缘生”即在日常课堂教学情境中被动的被课堂主宰者排斥或忽略，或者因自身原因（心理、性格、身体状况、家庭）有意无意的游离于教学活动边缘的学生个体。在此概念中不难看到“边缘生”的基本特征和类型。因其有被动和主动两层角度，所以“边缘生”常有：主动性、被动型、内生型、外延型的特征，因其是在长期调查基础上形成得，所以“边缘生”常有：表面型、实质型、潜藏性、显现性类型和特征。因其形成原因的不同，边缘生常有：稳定性、时发性、单一性、复杂性等类型和特征。

    基于一线教师的研究优势，本研究在对所教学生进行长期观察研究的基础上，分析了课堂教学中“边缘生”现象的生成机理。并从环境机理、心理机理、教育机理三个层面上分层剖析，寻找出解决“边缘生”课堂参与现状的问题导向。

    因自身职业的限定性，本文对课堂“边缘生”的改进策略更多的从学校出发，从教师教学观念转变、教学设计优化、教学实施过程激励以及学生自主学习模式的优化等几个层面上对“边缘生”进行转化和预防。从实证的特殊的教学情景上升到一般的理论的总结，多层次多角度的寻找学生边缘生边缘化的原因，提出相应的解决策略，然后再回归到教学当中，经历从实践到认识再到实践的多次反复，直到寻找出更佳的方案。这种回归必然是更加理性的高尚的回归，这种回归必然也是核心素养下的更优质的回归。

This article introduces the concept of "marginal person" in the field of sociology into middle school classroom teaching, provides an entry point for teaching reflection and questioning for "marginal students" in middle school classroom, and enriches its original meaning at this base point and analyzes the present The factual status of marginal students in educational background, looking for the internal mechanism and external factors of the formation of marginal students from multiple angles. Aiming at the status quo and the causes of formation, this article finds effective solutions and transformation schemes based on repeated practice, and provides reference ideas for preventing the occurrence of marginal students. As a result, a comprehensive analysis of the status quo of the participation of marginal students in the classroom and a study of the solution strategies have been formed.

     In order to diagnose and deal with “marginal students”, this article conceptualizes the research goal, that is, “marginal students” on the basis of multi-angle surveys. “Marginal students” are passively rejected by classroom masters or Individual students who ignore or are intentionally or unintentionally disassociated from the margins of teaching activities for their own reasons (psychological, personality, physical condition, family). It is not difficult to see the basic characteristics and types of edge generation in this concept. Because of its passive and active two-level angles, marginal students often have the characteristics of active, passive, endogenous, and episodic. Because they are formed on the basis of long-term investigations, marginal students often have: surface type. , Substantive, hidden, manifestation types and characteristics. Due to the different reasons for its formation, margins often have types and characteristics such as stability, timeliness, unity, and complexity.

     Based on the research advantages of front-line teachers, this study analyzes the formation mechanism of the "marginal student" phenomenon in classroom teaching based on long-term observation research on the students taught. From the three levels of environmental mechanism, psychological mechanism, and education mechanism, it analyzes the problems in order to find out the problem-oriented direction to solve the status quo of "marginal students" classroom participation.

     Due to the limitation of his own career, this article's improvement strategy for marginal students in the classroom starts from the school, from the change of teaching concepts of ideological and political teachers in middle schools, the optimization of teaching design, the encouragement of teaching implementation process, and the optimization of students' autonomous learning models. Marginal health "for transformation and prevention.From the empirical special teaching situation to the general theoretical summary, find the reasons for the marginalization of students' marginal students at multiple levels and angles, propose corresponding solutions, and then return to teaching, and experience from practice to understanding to practice Repeatedly until you find a better solution. This return must be a more rational and noble return, and this return must also be a better return under core literacy.