A Case Study On The Fairness Of Classroom Teaching

All the time since, education fairness is a focal point of social and the hot spot of research. With the popularization of compulsory education in China, education fairness is advancing.Research on the fairness of education is becoming more and more specific: from macroscopic to microcosmic, from the region to the classroom. The fairness of classroom teaching as the microcosmic field of education fairness has received extensive attention, the phenomenon is constantly improve too.Undeniable,the unfair problem in the classroom teaching of primary and secondary schools is still exist. For the students who spend most of the time in the classroom, the fairness of classroom teaching has an far influence on them, the fairness of classroom teaching relate to the healthy development of students, and it is also the important foundation for the smooth realization of the educational fairness. In view of this, this studycomes to the scene of classroom instruction, through a large number of classroom observation record, combing with the interview, getting the real first-hand information, combines the qualitative analysis and quantitative analysis to dialysis the unfair phenomena of classroom teaching, then puts forward some pertinence suggestions.This paper consists of four parts: The first part mainly elaborates the problem of the research and the significance of the study. The author uses the method of literature analysis to analyses the existing research. Sum up the research situation of the domestic and foreign of the fairness of classroom teaching.The second part, reading the connotation of fairness of classroom teaching,clearly define the fairness concept and the fairness of classroom teaching. Referring to the domestic and foreign academic theory, clears the theoretical basis of the fairness of classroom teaching, and puts forward three characteristics of the fairness of classroom teaching.The third part, the author comes to the scene of classroom instruction, according to the six dimensions of the fairness of classroom teaching and the investigation and the interview,programs the observation table of classroom teaching to observe and record, gathers the first-hand data, then uses the six dimension-separately from the students participate in classroom learning, teacher’s feedback to students, the allocation of classroom teaching resource, teacher’s individual attention to students,classroom teaching objectives and content arrangement, teaching methods and means-to analyses and discuss, puts forward suggestions.The fourth part, it is base on the conclusion of the case analysis and combine with the present situation of the fairness of classroom teaching in primary and middle schools in China, the author puts forward some suggestions to further promote the implementation of the fairness of classroom teaching, such as a variety of ways to improve the fairness of the students’ classroom participation,the hierarchical design of teaching goal, create the equality of class culture and so on.