据我们了解,现在不少完全中学(包括一些重点中学)都招收了“议价生”,这些“议价生”在全体学生中占着不小的比例。他们一般学习目的性模糊,学业基础差;意志品质差,纪律观念淡薄;作为内在情绪的外化,他们身上往往事端多。对于这样一个特殊群体的教育又做得如何呢?就我所接触的一些校领导和老师来说,对“议价生”的要求,仅仅是相安无事,送毕业了事。这当然与全面发展、提高其素质、把他们造就成为合格的人才的目标,相去甚远。作为学校管理的基层单位——班级,它的主要领导者班主任,要责无旁贷地肩负起教育“议价生”、使其进步的重任。而首先要做的,我们以为,当是潜心研究、透彻了解他们的独特心理,尤其是充分把握其中不健康的、甚至是病态的层面,为下一步工作—— As far as we know, quite a few full secondary schools (including some key high schools) now recruit “bargaining students”. These bargaining students account for a notable proportion of all students. They generally study the purpose of ambiguity, poor academic foundation; poor quality of the mind, the concept of weak ideology; as the externalization of the inner emotions, who often have more things. What about the education of such a special group? For some school leaders and teachers whom I have come to contact with, the demand for “bargaining students” is only a matter of being at peace and getting a job done. This, of course, goes a long way with the goal of all-round development, enhancement of their qualifications and making them qualified personnel. As a grass-roots unit of school management - class, its main leader of the class teacher, it is duty-bound to shoulder the education “bargaining students” to make it an important task of progress. And the first thing to do is to think that when we devote ourselves to studying and thoroughly understanding their unique psychology, and especially fully grasp the unhealthy and even pathological aspects of them, we should work for the next step -