新课改20年以来，课堂发生了很多令人惊喜的变化。笔者在十八年的教学生涯中发现，学困生的课堂参与情况一直令人堪忧。因此，本研究采用质性研究的个案研究方式，以情感社会学的“互动仪式链”为理论视角，从情境、情感、符号三个角度，分析五个学困生个案的课堂参与影响因素，并给出相应的课堂参与提升策略。

本研究建构了“推力”与“引力”之下的课堂参与理论框架，认为学困生课堂参与并未都是受外在课堂情境因素的影响，学困生个体因素对课堂参与有重大的影响。其中，学困生个体在课堂情境中长期积累的情感对他们自身的课堂学习体验起到一定调控作用，这种长期情感是“互动仪式链”中的情感能量，它是影响课堂参与的直接原因。追寻其背后的动力机制，可以发现课堂情境的外部动力与学困生个体的内部动力相互交织在一起共同发挥作用。这两种性质的力表现为不同的方向：“推力”和“引力”，推力对学困生课堂参与具有负功能，引力则具有正功能，学困生课堂参与度低实际是推力大于引力的结果。同时，也正是这个动力机制促使学困生课堂参与的影响因素得以发挥。

本研究，通过让教师选择恰当时机“退位”与“进位”、增加学困生课堂参与机会、改变教室空间布局来构建和谐的课堂情境，通过设计多彩活动、建立和谐师生关系来唤起学困生个体高昂的情感能量，通过学困生追踪研究课堂参与程度、建立学习导师制、成立小小讲师团来创建学困生个体丰富的符号资本，这些具体的策略共同推动学困生课堂参与行为的转变，让他们由课堂的边缘位置走向课堂中心，成为课堂学习主体，获得成功的学习体验。总之，这使学困生更有信心和勇气参与课堂，最终获得公平而有质量的教育，促进其德智体美劳全面发展。

Since the new curriculum reform 20 years ago, many surprising changes have taken place in the classroom. In the author's 18 years of teaching career, I found that the classroom participation of students with learning difficulties has been worrying. Therefore, this study adopts the case study method of qualitative research, takes the "interactive ritual chain" of emotional sociology as the theoretical perspective, analyzes the influencing factors of classroom participation of five cases of students with learning difficulties from the three perspectives of situation, emotion and symbol, and puts forward corresponding strategies for improving classroom participation.

This study constructs a theoretical framework of classroom participation under "push" and "gravity", and holds that classroom participation of students with learning difficulties is not all affected by external classroom situation factors, but individual factors have a significant influence on classroom participation. Among them, the long-term accumulated emotions of individuals with learning difficulties in the classroom situation play a certain regulatory role in their own classroom learning experience. This long-term emotion is the emotional energy in the "interactive ritual chain", which is the direct cause of affecting classroom participation. We can find that the external motivation of classroom situation and the internal motivation  of students with learning difficulties interweave together and play a common role. These two kinds of forces are manifested in different directions: "thrust" and "gravity". Thrust has negative function on classroom participation of students with learning difficulties, while gravity has positive function. Low classroom participation of students with learning difficulties is actually the result of thrust greater than gravity. At the same time, it is this dynamic mechanism that promotes the influence factors of classroom participation of students with learning difficulties.

This study aims to construct a harmonious classroom environment by allowing teachers to choose appropriate opportunities for "retreat" and "advancement", increasing opportunities for students with learning difficulties to participate in the classroom, and changing the layout of the classroom space. By designing colorful activities and establishing a harmonious teacher-student relationship, students with learning difficulties are expected to be awakened with high emotional energy. By tracking and studying the degree of classroom participation, establishing a learning mentor system, and establishing a small instructor group, rich symbolic capital is created. These specific strategies jointly promote the transformation of classroom participation behavior for students with learning difficulties, allowing them to move from the edge of the classroom to the center of the classroom, become the main body of classroom learning, and achieve successful learning experiences. In short, this gives students with learning difficulties more confidence and courage to participate in the classroom. Ultimately they will obtain fair and high-quality education, and promote their comprehensive development in morality, intelligence, physical fitness, aesthetics, and labor.