Equitable Theories To Classroom Teaching And The Reality Investigated

With the continuous development of social democracy, people's pursuit of fairness extends to all fields. Education equity has gradually aroused people's attention, and fairness in classroom teaching is the performance of education equity at the micro level. Fairness in classroom teaching in not only the requirements of building a harmonious society and the inherent requirement of the development of education itself, but also the requirement of all-round development. This study due to examine the fairness of classroom teaching by the teaching theory, analyze the fairness in classroom teaching in middle school, exploring the strategies to achieve the fairness of classroom teaching.This study defines the fairness of classroom teaching which is the core concept and defines its related concepts on the basis of research both in and abroad. Fairness of classroom teaching means that the teacher should fully respect each student's right of education and development opportunities, respect their personality, do not discriminate against any students, treat students of different personality equally, and use different teaching methods according to different students'personality, in order to achieve students'all-round development.This study examines and analyzes the premise, the process and the pursuit of the fairness of classroom teaching based on the Inclusive Education Theory, Multiple Intelligence Theory, Rogers's ideology, and Vygotsky Zone of Proximal Development Theory. The premise of the fairness of classroom teaching is to treat all students equally, which is the enlightenment of Inclusive Education Theory, the course of the fairness of classroom teaching is to use different methods according to students of different personality, which is the enlightenment of Multiple Intelligence Theory, the pursuit of the fairness of classroom teaching is a student-centered method to promote the development of students to the highest of their ability, which is the enlightenment of Rogers ideology and Vygotsky Zone of Proximal Development Theory.This study analyzes the situation of the fairness of classroom teaching from space allocation, class interaction and class management by observation in a class of a middle school in Yang Cheng county of Shanxi Province. The results show that students of different grades take different seats, students of different grades and seats vary in answering question in class and receive different feedbacks from teachers.This study analyzes the fairness of classroom teaching from education itself, teachers, students, and external factors on the basis of investigation. The factors including the single dimension of evaluation criteria effect by the Oriented Education and the elitist philosophy; uneven distributions of educational resources due to the classroom teaching organizational forms; teachers'professional ethics, teachers'own ability, teachers'psychological factors and values; students'individual differences, social external environment. By analyzing the factors, this article raise some ways to promote the fairness of classroom teaching including building a fair social environment which is good for the fairness of the classroom teaching; building class which is guide by the Inclusive Education; update the concept of teachers and improve their quality; building a fair evaluation system of classroom teaching; optimize the organization of classroom teaching.