A Survey On Teacher's Questioning In Senior High School English Classrooms From The Perspective Of Teaching Fairness

The classroom teaching fairness is the reflection of educational fairness at the micro level.In our country,English classroom is the main environment and channel for students to learn English.The classroom teaching fairness directly affects educational fairness.English teacher's questioning is an important part of the English class teaching,which cultivates students' language ability and promotes students' thinking development.Therefore,the situation of English teacher's questioning fairness will directly affect the classroom teaching fairness and educational fairness.The current empirical research on teachers' questions fairness is still weak.The researchers have a narrow definition of teacher's questioning fairness,ignoring the connotation of the aspect of differentiated treatment in teacher's questioning fairness.In addition,most researchers merely explore teachers' questioning fairness from the perspective of teacher's questioning behavior,and do not take into account teachers' sense of teaching fairness and students' experience to teacher's questioning fairness.This study aims to comprehensively investigate English teacher's questioning in senior high school classrooms from the perspective of teaching fairness.This study uses literature,questionnaires,observations and interviews to investigate from the perspectives of teacher's awareness,teacher's questioning behavior and students' experience in order to figure out the high school English teachers' awareness of teaching fairness,the real situation of teachers' questioning fairness,and students' experience to teacher's questioning fairness.The study finds that the issue of teaching fairness has not been cared by schools and teachers.Teachers have some misunderstandings about teaching fairness.Teachers do not pay attention to the issue of students' dignity when asking questions.Teachers treat students unequally when they ask questions.Teachers apply differentiated teaching to some extent when they ask questions,but they still have shortcomings.Students have a good sense of teachers' questioning fairness,but their trust and satisfaction to teacher's questioning need to be improved.In response to the researchfindings,the author suggests that schools should organize teachers to learn about teaching fairness.Teachers should balance questioning opportunities,feedback,and waiting time.Teachers should raise the level of questions and ask students about their difficulties after class,as well as give moderate help to poor students.Teachers should also create a democratic and equal classroom atmosphere.