Equity Research-based Classroom Teaching Teachers Of Language

For a long time, the fair of education problem is a hot problem in the study of theory and practice, and with the development of the society, the research has continuously deepening, so the education fairness problem is not just only limited to macro, but also gradually moved toward the micro teaching, which is the study about the fair of classroom teaching. Admittedly, with the implement of new curriculum reform, people begin to pay attention and improve traditional education problems, but we also can not deny that some unfair phenomena still can appear in the actual classroom teaching because of all aspects of reason. Especially from teachers, the influence of teacher to student is very big. Teachers’ words and deeds are connected with the development of students. Based on this reality, the researchers studied the fairness of classroom Teaching mainly from the teaching language level. From this level, the researchers not only regard the language as the communication medium, but also see it as the problem medium, it is full of social significance. the main research framework of this article is as follows:First, the researcher put forward the problem and the reason of choose this problem,and also generalize the achievement of predecessors’; Second, good house also needs a strong foundation, so before the study,the researcher advocate the view of sociologist Bernstein. Bernstein introduces the theory of language codes into education research, He divided code into two categories:fine code, limited code, he thinks that differences of achievement on children are related to their different code, and pointed that the code related to the education unfair phenomena. At the same time, through literature search, the researcher define several important concepts, such as teaching fairness, teachers’ language Then, study the relationship between teachers’language and teaching fairness from theory and practice, is teaching fairness associated with teachers’ language? If related but how to embody in the actual teaching situation? From theory level, teacher’s language is a big cause of classroom teaching fairness, mainly reflected into the social attribute and class of teachers, teachers of social attributes and class lead to the differences between the teachers and students, which also a main reason that caused the teaching unfairnessFrom the actual teaching situation, the researcher found the teacher’language is still one of important reasons that lead injustice of classroom teaching, which mainly embodied in two aspects:Dominant and recessiveness. Dominant injustice is mainly manifested the different teaching language that teacher treat different students. recessive injustice is mainly manifested in the classroom teaching, the teachers’ language control.