Investigation And Countermeasure Research On Teaching Behavior Fairness Of Junior Middle School Teachers

The fairness of classroom teaching is the micro level of educational equity,which is the fairness of teacher-student interaction in school education practice,focusing on the interests and development of students.School education is a process of influencing students’ physical and mental exertion according to certain educational purposes and requirements,so as to promote the individuation and socialization of the individual.An educator must be aware of the task and mission to promote the development of the individual in the teaching activities.The teaching of teachers should be oriented to every student and promote the full development of every student,which is the highest requirement of teaching fairness in the classroom.Therefore,teachers,as the core of promoting classroom teaching fairness,should take every student’s development as the main purpose of their teaching at any time,so as to achieve fair classroom teaching as effectively as possible.Teachers must have the concept of fairness in the mind and use the standard of fairness to control the teaching behaviors.Based on a large number of bibliographical information about teachers’ teaching behavior and classroom teaching fairness,the research takes teacher’s teaching behaviour as a special perspective.And a case study is conducted for a class of grade two in a township junior middle school in J City,Shanxi province.The classroom observation method is mainly used in the study and classroom observation scale is made before observation,and all students in the class are fixed in the coordinate system,so as to observe and record teachers’ teaching behaviors in class.The author also interview some teachers and conduct a questionnaire survey on students in grade two and grade three.There are five parts in this paper.The first part is the introduction,which mainly includes the origin of the research,the problem of the research,the purpose and significance of the research,the thinking and methods of the research.The second part is to summarize the research situation of teachers’ teaching behavior and teaching fairness both at home and abroad,and then find a new perspective for the research.The third part is an overview of the basic theory.Firstly the author talks about the theoretical basis of the study,including the theory of multiple intelligence theory of Gardiner,justice theory of Rawls and the new curriculum idea;secondly defines the related concepts;finally puts forward the operational definitions of fair teachers’ teaching behaviors according to the principle of education fairness and dimension of teachers’ teaching behavior,which is a clear judgement standard for the following analysis to the teaching behaviors.The fourth part is the realistic investigation to the fairness situation of teachers’ teaching behavior.First of all,the results of the classroom observation are described and analyzed.Secondly,the results of the students’ questionnaire are counted and analyzed.The fifth part is the analysis of the factors that restrict the fairness of teachers’ teaching behaviors.Combining the interviews to teachers,the author analyses the factors that affect the fairness of teachers’ teaching behaviors,among which the most fundamental and important factor is teachers.The sixth part is feasible suggestions put forward to promote teachers’ teaching behavior fairness,mainly from two aspects,macroscopic and microscopic.