The Qualitative Study On The Distribution Of Learning Opportunities In Classroom

Classroom learning is daily life portrait of a student, at the same time, classroom life is necessary part of student’s life. In classroom, who can acquire knowledge, build up first social network, also form moral cognition. During classroom learning, one merges into group, all students follow and learn from a same teacher, for this reason, classroom learning is actually a process of learning opportunities distribution. Striving and acquiring the learning opportunities which finally create the growing up possibility.In order to study the distribution of the learning opportunities in the classroom, the author selected three targets and kept observing for 1 month in an 8th grade classroom of Shanghai X middle school in Shanghai, interviewed three target students formally and interviewed other students and teachers informally at the same time. In the observation, the author defines the seats arrangement in the classroom as "hard opportunities", Observe distribution of hard opportunities in classroom and research factors which influence hard opportunities distribution in classroom environment; Define the chance of a teacher’s standing position, quizzing, feedback and arrangement practice as "soft opportunities", by observing distribution of these soft chance and combining record of interview in order to research the leading reason of distribution of soft chance by a teacher. At the same time, by observing classroom performance of 3 target students, combining theoretical knowledge in order to discuss the reason why there is difference among students with different academic results in striving learning chance.As a conclusion, classroom environment creates learning opportunities and influencing its distribution, behaviors which make teaching more smoothly will definitely contribute to getting more learning opportunities. Students with the most learning willing would like to strive for learning opportunities. It’s the efficiency of teaching which actually decide the distribution of learning opportunities rather than fairness.