A Research On The Fairness Of Classroom Instruction In Primary School

As the compulsory education balanced development constantlydeepened, education impartiality has become the focus of attention,become one of hot issues. The fairness of classroom teaching is aform of education equity in micro teaching level, also got everyone’sattention. Classroom teaching is the practice of the education field,the fair or not directly affects the development of the individual, andaffects the realization of justice in the whole education field,therefore, to realize the education impartiality will have to payattention to equity in classroom teaching. But in the process ofclassroom teaching in today’s society, there are many unfairphenomena. So how to implement classroom teaching becomeequitable is an important task we face and need to be solved. This thesis consists of four parts: the first part mainly expoundsthe research question. On the basis of four key concepts such asimpartiality, fair education, classroom teaching and the equity ofclassroom teaching clearly defined, this paper reviewed the researchsituation of domestic and foreign research status on classroomteaching fairness.The second part is the current status of primary school classroomfair investigation. In this study, the fifth and sixth grade of a primaryschool in each class is an object of study. Through the observationfrom three aspects such as interview, questionnaire survey on thecurrent elementary school teaching environment, the interactionbetween teachers and students in classroom teaching and theteaching methods to show the current status of classroom teachingfair, then describe and analyze the result of the investigation.The third part mainly analyses the elementary classroom teachingproblems and influencing factors. This study suggests that the mainproblem in elementary school classroom is impartiality in classroomspace resources, the label effect in the classroom, teacher-studentinteraction and the selection of teaching methods. Analysisshowed,some factors underlying the classroom teaching fair areteachers, but family factors and school factors also affect thestudents ’ own classroom fair to some extent. The fourth part of the strategy promote equitable classroom.Mainly includes the improvement of teaching environment, changes inthe concept and how to implement an effective teacher-studentinteraction, and so on.