The Study On Teacher’s Quality Of Justice In Teacher-Student Interaction

Teacher’s quality of justice is the core of education equity, the inherent requirement of quality education, the professional and ethics that today’s teachers must have. Teacher’s quality of justice is a kind of personal virtue that gradually formed by dealing with interpersonal relationship in the process of education and teaching practice, it is a kind of practice virtue which need teachers treat everyone fairly. It directly affects the healthy physical and mental development of students. But, the lack of teacher’s quality of justice is still exists in the process of interaction between teachers and students. This is the urgent problem of the education practice.In order to further understand the status of teacher’s quality of justice, selected a fifth-grade class from Jinhua city in Zhejiang province as the research object according to the principle of purposive sampling, the classroom observation as the main method, supplemented by text analysis method and interview method. This research mainly from five aspects to understand the lack status of teacher’s quality of justice, the violation of students’fundamental rights, the deviation of the distribution of education resources, the difference of interaction between teachers and students, the deviation of student assessment, the autocratic class management. According to the above observations, the author further discussed the reasons for the lack of teacher’s quality of justice, mainly include the following five aspects:First, the misuse of traditional thought of "Teachers’Dignity "; Second, the erosion of utilitarianism; Third, the lack of education and teaching ability; Forth, the cognitive biases of teachers to students; Fifth, the lack of teachers’justice consciousness. Based on the analysis and researcher on the lack of teacher’s quality of justice, then put forward strategy to develop it. Firstly, understanding the "Teachers’Dignity" correctly and establishing democratic and equal teacher-student relationship; Secondly, surpassing the utilitarian and pursuing the intrinsic interest; Thirdly, strengthening the learning of education and teaching knowledge and improving the professional skills of teachers; Fourthly, eliminating cognitive biases and understanding the students comprehensively; Fifthly, establishing justice awareness and enhancing ethical consciousness.