A Study On The Teaching Justice Of Primary School Teachers In Regular Classes

Under the practical background of paying attention to educational equity,More equitable educational opportunities for special students have gradually become the focus of public concern.Primary school teachers as the subject of the implementation of justice in the field of education,The teaching justice behavior of primary school teachers is of great significance to the special students,teachers and the development of the school.However,most of the current studies on educational equity focus on the macro level,and there are few micro level analyses on the status quo of children's education with class.Therefore,it is necessary to deeply understand the connotation of primary school teachers' impartiality and explore the performance of primary school teachers' impartiality in class.On this basis,it is a common concern of scholars at home and abroad to put forward effective strategies to promote elementary school teachers' fair behavior in class.In the above context,this study collected and analyzed the data of the paper through literature review,observation and interview.On the one hand,this paper tries to analyze the characteristics of teachers' cognition and attitude towards teaching justice;On the other hand,this study analyzes the actual performance and influencing factors of primary school teachers' teaching justice behavior in classroom teaching.Through the acquisition of data in the practice of research,and its collation and analysis,this study puts forward the following points of view:First of all,this study found that the current primary school teachers' cognitive performance of teaching justice in the following aspects: First,teaching justice is to treat special children equally without discrimination;Second,teaching justice is the "differential treatment" of special children;Thirdly,teaching justice is to strengthen and adjust teaching according to the needs of special children.In addition,through the interview with teachers in class,it is concluded that the primary school teachers' cognition of the role of teaching justice is mainly reflected in the following aspects: first,it is helpful to give special children deserved "teaching attention" and build an ideal class in class.Second,it is helpful for primary school teachers to acquire teaching experience in class and promote the improvement of primary school teachers' teaching ability.Third,it helps primary school teachers understand and care about special students' cultures and differences,and promotes the construction of harmonious teacher-student relationship.Secondly,on the basis of understanding the primary school teachers' cognition of teaching justice,This study analyzes the primary school teachers in the classroom teaching practice of teaching justice behavior.First,the distributive teaching justice behavior;Second,caring teaching justice behavior;Third,the knowledge-based teaching justice behavior.Thirdly,through the analysis of the existing literature,coupled with the views of primary school teachers,It is found that internal and external factors,such as teachers themselves,students' factors,school mechanism constraints,social concepts,parents' support and cooperation,will affect the classroom justice of primary school teachers.Finally,through the collation of existing literature and the primary data obtained in the research,some Suggestions are put forward for the improvement of the current primary school teachers' classroom justice behavior.The first is to change teachers' ideas and improve the level of fair teaching in class.The second is to establish a support system to ensure teachers' justice teaching;Third,optimize the environment of fair classroom teaching.Through the coordination and improvement of teachers,schools and the society,we can ensure the development from "sit with the class" to "study with the class",and ensure that every special child who studies with the class can get a more fair and high-quality education.