The Research On Classroom Teaching Justice

The starting point of education is the full development of each student. As the most basic, the main type of activity about school education, the fairness of the allocation of classroom teaching resources directly related to the students involved to obtain growth through teaching. Classroom teaching justice demands taking into account the differences in needs of different students, to be each student "legitimate" and "proportionality" of teaching resources at teaching objectives, teaching schedule, teaching the difficulty of teaching methods, classroom questions, job layout, and seating arrangements, and so.This study presents injustice on the distribution of teacher resources, curriculum resources, space resources, and students'resources, which actually exist in the classroom teaching, through the research methods. The reasons are: the neglects or misunderstanding of justice issues of classroom teaching; the role of various interacting factors in classroom teaching; the inertia of examination-oriented education evaluation and the unreasonable on the institutional of evaluation; inadequate investment in basic education. For the above reasons, this study try to put a few strategies: to improve teachers quality and materials; to implement small class teaching and explore the scientific space layout; to change unreasonable conception of education and establish a scientific evaluation system on teachers and students; to establish protect system and resource support.