The Empirical Study On Classroom Teaching Fairness Of Primary School

Classroom teaching equality is a mark of teaching equality in micro education. Whether it realized not only reflects teaching equality but restricts realization on teaching equalization. With the popularization of compulsory education, fairness of education rights and obligations of students has been basically solved. Fairness of classroom teaching resource and development opportunities of students with different family background and abilities causes people widespread attention. The equality of classroom teaching is a kind of moral requirements, no special legal protection, so it is easy to be overlooked. There exist much unreasonable phenomenon in term of family conditions and social status in classroom teaching. This unfair behavior on students’damage is irreparable and causes our attention. How to promote teaching equality realization becomes an important and unsolved subject.Using the literature-summarizing, the observation and questionnaire survey methods, the thesis investigates the problem of classroom teaching equality in primary school from empirical research. Questionnaire survey was carried out among3to6grade230students of a primary school in Hohhot city and221effective questionnaires were got. A long-term observation contained three dimensions of classroom teaching equality was made in Class A, Grade Three. Comparing classroom observation with questionnaire analysis, we discover teachers’specific performance of classroom teaching unfairness and analyze what is causing the performance in classroom teaching. We present a practicable strategy improving classroom teaching equality.The thesis consists of four sections. In Sec. Ⅰ, we introduce subject background, research targets and significance. We summarize research on classroom teaching equality at home and abroad and present our thoughts and methods. In Sec. Ⅱ, we describe the crucial concepts and main criterion on classroom teaching equality. Based on previous studies, we analyze concepts relating to classroom teaching equality and present criterion in term of the subject about classroom teaching equality. In Sec.Ⅲ,we describe the problem of classroom teaching equality and analyze the related reasons. In Sec.Ⅳ, we propose our suggestions improving classroom teaching equality according to teachers’specific performance and reasons of classroom teaching unfairness.