"Marginal people" have always existed in classroom teaching, with the characteristics of high desire, low performance, low participation and low communication. Due to these characteristics, the marginal people in the classroom learning process have the following practical dilemmas: low quality and inefficient classroom learning, negative emotional experience, "Matthew effect" dilemma, fuzzy self-worth and lack of sense of belonging. In view of the above difficulties, this paper mainly makes a breakthrough from four aspects: student-oriented, teaching in emotion, collective construction and relationship cultivation, so as to help the "marginal people" in classroom teaching return to the classroom.

Xiaoyu Li, Guangwen Wei. “No one should be left behind”: The dilemma and breakthrough of "marginal people" in classroom teaching. Academic Journal of Humanities & Social Sciences (2020) Vol. 3, Issue 8: 148-153. https://doi.org/10.25236/AJHSS.2020.030815.

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