| Today, educational fairness is appealed increasing, and as the core of educational fairness, classroom teaching fairness is, should and must be taken seriously.Based on the analysis of connotation, characteristics, status of classroom teaching fairness and reasons of classroom teaching unfairness, this thesis thinks:classroom teaching fairness, that is, in the time and room range of "classroom", in a unified activity referring to teachers’teaching and students’learning, teachers assign equally the right to be educated and the opportunity to participate in teaching activities based on teachers’pursuit of the fairness’s value, and students should be treated differentially based on the student’s personality, interests, abilities and other characteristics, and teachers stimulate the enthusiasm and creativity of each student as much as possible on the basis of ensuring students’ dignity equality, and each student can gain development of the knowledge, skills, physical characteristics, ideological moral to match their own characteristics, and ultimately the goal is achieved to develop all students differentially and optimization.In the classroom teaching fairness, common happiness is considered as the ultimate pursuit, students’differential optimization development as the purpose, the harmony and unity of equal treatment and differential treatment as the implementation (equal treatment means ensuring the equality of students’fundamental rights and development possibilities; differential treatment means seeing a student as a unique and developing individual, and meeting different students’need in an appropriate way to help them make progress in knowledge, ability, morality, etc.), and teachers’fair treatment as the crucial point, including the fairness between teachers and students, students and students, students themselves.During the classroom teaching, there are two unfair situations:non-equal treatment of equal treatment (including violations of the fundamental rights of students, ignoring the students’development equality) and non-differential treatment of the differential treatment (including the "one size fits all" treatment for all students and treating students according to score standard). The main reasons are utilitarian educational purposes, class system, score-oriented teaching evaluation system, the deviation of the fairness idea between teachers and students and the occasional loss of teachers’morality. Thus, this thesis puts forward:①to reflect educational purposes and pay attention to students happiness;②to reform the teaching organization form and evaluation system and focus on value-added assessment of student development;③to establish and practice proper fairness idea of education between teachers and students, then teachers should refer to the "self-renewing" orientation teacher professional development model, and continuously improve their professional capabilities, and face emotions, at last, let teachers virtue shine the classroom;④to improve the teacher professional access mechanism. |
