The Case Study On Junior Classroom Teaching Equality In Urumqi

Classroom teaching equality is education equality in the microscopic field. Thisarticle intends to discuss in different cultural contexts of the classroom teaching fromthe perspective of sociology.The classroom is a special community, the main bodyof the field is constitute by teachers and students, with the role of the classroomenvironment, students in the significance of construction of individual life, in orderto promote the continuous development of individual capital.This study selected a secondary school in Urumqi Grade Two S class for thestudy, survey-based research methods, described and explained Urumqi junior highschool classroom teaching equality.The essay can be divided into five parts: The first part is introduction whichincludes the reasons for beginning such research, the definition of relatedconception.The second part is comb domestic and international research to clarifythe purpose and significance of this study, present the ideas and methods of thisstudy. The third part is determining the fair reality of the Urumqi junior high schoolclassroom teaching. Through classroom observations, student questionnaires andinterviews of teachers and students, we have find that different academicachievement, temporal and spatial location of different personalities, identity statusdifferences in teacher-student interaction, Feedback, and operating instructions. Thefourth part is depth scan Urumqi equality junior high school classroom teaching,using the labeling theory, social stratification theory and language of coding theoryto analysis Urumqi junior high school classroom teaching equality. The reason whyteachers have differences in classroom teaching to different student is labelgeneration and transmission caused. These classifications can be summarized intothe family background, student gender, academic achievement and classroomdiscipline. The results of the label is to make students in the possession of differentclasses in the power of capital, prestige and cultural capital, eventually leading toclass differentiation and class hierarchy. Reputation capital to see the class studentsformed roughly three levels: the edge of the isolation layer, the intermediate neglectof layers, and core privileges layer. From the perspective of culture capital, we findthat academic achievement and language coding is closely related. The fifth part, putforward to countermeasures and suggestions. In order to promote the students’individual development，we have to change the expectations of teachers, distributionof power balance and focus on the classroom multicultural countermeasures.What the essay mainly demonstrates is that the labeling hiding, socialstratification and language coding in the teaching process limits the conducts ofteachers and students. This would become the invisible power to affect the equity inclass and lead to discrepancy and hierarchy among students.