A Study On Junior English Classroom Interaction In The Perspective Of Education Fairness

Education fairness is the base of social justice. Education fairness involved in classroom interaction focuses on the process of education fairness, which is the specific expression of education fairness in the micro-field of classroom teaching. Teacher-student interaction is the basic form of classroom teaching. English is such a subject that is designed to use a language by communicating with each other; therefore, a great deal of verbal interaction is indispensable in the course of English classroom. Based on a research on the classroom interaction in junior English, the thesis attempts to reveal the facts of education unfairness. It also analyzes the main reasons that bring about education unfairness in classroom interaction. Some reasonable Countermeasures of improving classroom interaction are put forward for the sake of implementing education fairness.For the purpose of an empirical research, the researcher entered junior English classes and observed the teacher-student interaction. By means of the analysis of data from classroom observation and interviews to teachers and students, the results show that in the process of classroom interaction, the teachers treat students in different ways according to different genders, positions, learning achievement and locations. These differences more or less indicate that the existence of the unfair phenomena in classroom interaction.The research has found that some reasons deserve responsible for education unfairness in classroom interaction, including deficiency of teachers'teaching quality, individual differences in students'development, limitation of classroom teaching form and unilateral classroom teaching assessment.In order to promote education fairness by means of improving classroom interaction, this paper puts forward some reasonable Countermeasures: Promoting modern qualities of teachers; Renewing concepts of classroom teaching; Establishing correct cognition towards students; Reforming classroom teaching forms of organization; Implementing the developmental role of classroom teaching assessment.