A Study On Classroom Teaching Behavior Under The Perspective Of Educational Fairness

In the road realizing the great rejuvenation of Chinese People, education as a way to nurture talent, giving priority to development is inevitable. The Education Fair is always a problem in various forms, hindering the full development of education.Premier Wen Jiabao pointed out that “education is the cornerstone of national development, education equity is an important form of social fairness.” Education Fair is a relative concept, compared with a certain standard or reference, the absolute fairness does not exist. Not so much education fair is the ideal state can not be achieved, it would be better to say the standard of pursuing the optimal allocation of educational resources. Only the educational fairness as the goal of value always be willing to pursue, prosperity of the Chinese education will be achieved step by step.Educational Equity includes the fairness of starting point, as well as the fairness of process and results. With the establishment of relevant national laws and regulations,the starting point for impartial issues have been resolved largely. However, there are still a great injustice in Classroom Teaching Behavior fairness that belongs to the category of procedural justice. Classroom is the main place that teachers educate and students grow up. To achieve a microscopic fair education, solving the problem of classroom teaching behavior fairness is primary.This thesis consists of five parts: Introduction section introduce the reason of topic, clarifying the purpose and significance of the topic, and integrate different views on some scholars of Education Equity and classroom teaching behavior. Finally,the research method used in this paper is also introduced; The first part focuses on the meaning of fair education and classroom teaching behavior, defining the two core concepts in the article; The second part is the fairness loss in classroom teaching behavior listed at present, including the unfair of seating arrangements, the use of teaching methods, the feedback on the conduct and evaluation mechanisms; The third part is the attribution analysis for educational unfair, including environmental impact constituted traditional education environment and so on. Quality of Teachers, weak awareness of educational fair of students, and the difference between family conditions and the quality of their own parents, will affect the students in the classroom whether it will be treated fairly; The fourth part is related recommendations for improving the fairness of classroom teaching behavior, including optimization of classroom teaching fair environment, standardization for teachers’ access and training,the establishment of a wide teaching evaluation system, as well as achievement of new teacher-student relationship and home-school relations.