The Study On The Problem Of Junior Classroom Teaching Equality And Strategy

Education equality is not only the cornerstone of building a harmonious society, but also to promote the basic guarantee for the development of education. The national long-term education reform and development planning framework also explicitly promote fair as the state’s basic education policy. To some extent, unfair education will lead to social polarization. In order to prevent this phenomenon, the relentless pursuit of the only education fair, so that this situation continue to be changed in order to better promote the construction and development of a harmonious socialist society.Teaching is the main way of education, the final effect depends on the implementation of teaching activities. Classroom teaching is not only the important field of to realize fair education, but also one of the most original platform, and fair education is the cornerstone of a harmonious society. Therefore, the realization of classroom teaching equality become very important, the classroom instruction equality is the equality education for the realization of the basic premise and content. However, our classroom teaching there exist many unsatisfactory, such as gender discrimination, the phenomenon of uneven distribution of resources. How to change this situation, the promotion of classroom teaching equality is very important.The research through survey the first grade classroom question, and the school teacher interviews investigation in Chengdu, found that in the process of teaching for student achievement, gender, position and other differences in seat arrangement, classroom questioning in classroom, praise, criticism and other aspects by the teacher in class the discrimination problem. In view of the classroom teaching process existing problems, made the following four recommendations:first, create a conducive to classroom teaching fair social environment; second, the creation of conducive to classroom teaching fair school atmosphere; third, improving the teachers’comprehensive quality; fourth, foster parents and students in Classroom Teaching fair view, encourage students’active participation in the classroom.