An Investigation Of English Classroom Teaching In Junior High School In The Perspective Of Educational Equity

Educational equity is the ideal pursuit of education all over the world. The equity of classroom teaching is immediately related to students’ individual development and demonstrates the extent of educational equity as a whole. This is quite important for English classroom teaching in junior high school which is mainly reflected in the allocation of teacher attention, the power of discourse in class, the evaluation format, and etc. English classroom teaching equity not only counts a lot in the development of students’language skills but also promotes students’intellectual development. Regretfully we find that many English teachers in junior high school do not realize the influence of their way of teaching on the level of educational equity and the development of students in the period of compulsory education. Some of them are examination-driven and unconscious of the idea of equity and the ultimate goal of education. The function of education is narrowed as a process of bringing up elites of a small group with a large group accompany while actually it should be providing all students with happiness in study and life.Educational equity has a very wide extension and this thesis focuses mainly on the equity in the process of education. According to "The Input Hypotheses" and "The Interaction Hypothesis", classroom discourse and interaction, teacher questioning and the cause of the problems are studied based on a case study in Xinfeng Junior high school. The thesis attempts to explore the characteristics of current English classroom teaching and factors affecting teaching equity so as to offer suggestions to improve the situation of English classroom teaching equity.The author of the thesis made the study in the school by using class observation, interviews and questionnaires. The survey result shows that students do not have equal right of classroom discourse with teachers and the classroom discourse is controlled by the teacher. Thus the teacher-students relationship is not harmonious and efficient interaction between students and teachers is not enough. Also the author of the thesis finds that teachers lack in the skill of questioning and the students are not motivated. Then the causes are analyzed from three aspects. We thought that would give more practical countermeasures to improve the situation of English classroom teaching equity.The investigation shows that:teachers must change their views of classroom teaching. They should have the student-centered concept and help students build up the awareness of engagement while teaching. Meanwhile, they should equally share their attention among students.