Primary Teaching Situation And Countermeasures Of Fairness

Education is a human-specific activity, is to train people, shaping people a great cause. With the'Science and education so that the country became prosperous'concept is growing in popularity, education has also become more and more people's attention, everyone is eager to receive a good education. Attendant, education, equity issues were gradually becomes the focus of attention, becoming one of the hot issues. As an important component of equity in education teaching fairness, has also been everyone's attention, however, in today's society, the process of classroom teaching, there are many unfair, therefore, how to achieve equitable classroom become we are confronted and resolved an important issue.This paper has the perspective of empirical research conducted fairly classroom study, a comprehensive research method used in the literature, questionnaire, interview, observation and other research methods, a primary school in Shandong of 250 students conducted a survey, and the interviews with the primary one to sixth grade teachers, For classroom teaching and learning process to investigate and study various phenomena, combined with my observation in the classroom to conduct comparative analysis, so that the data obtained from the two aspects of comparison, analysis, research, ensure that the research results of true, accurate and reliable. Finally by summarizing statistical data obtained from the analysis of the reasons put forward corresponding countermeasures to solve the problem.This paper was divided into four parts, the first primarily through questionnaire surveys and interviews in the form of classroom teaching to make a realistic study equity issues and to analyze its causes and its consequences. The second part of the analysis of classroom teaching does not lead to a fair factor. Part III of this study analyzed the reliability and validity issues. The fourth component is to address this phenomenon suggest an appropriate solution strategies to promote equitable classroom teaching, so that to maximize the educational function, each student has equal access to education, to achieve comprehensive development of students.