Research On The Fairness Of Classroom Teaching Language

The current wave of education reform,one of the most remarkable is education equity.The most urgent problem to be solved is the fairness of classroom teaching.If there is no fair teaching,there is no fair education.How to improve the teaching language and promote the fairness of classroom teaching is related to the success or failure of educational reform.Therefore,a comprehensive understanding of the teaching language,and on this basis put forward the feasibility of classroom teaching equity recommendations have become the current focus of scholars in the field.Since this study is a case study,it is necessary to analyze the previous research results by sorting out the existing literature in the process of data collection.On this basis,the author collected data through classroom observation and interviews with interviewees.First,it is necessary to discuss how teachers perceive the fairness of classroom teaching from the perspective of teaching language.On the other hand,on this basis,this paper discusses the current situation of classroom teaching equity and some problems existing in the process of classroom teaching,and analyzes how teachers’ teaching language affects teaching equity.By acquiring information in actual research and further sorting and analyzing it,the following viewpoints are obtained in this study:Firstly,through interviews with teachers in different courses,the author concludes that teachers’ views on teaching equity can be divided into the following categories: first,to achieve fairness in classroom teaching,teachers must practice the concept of fairness in their teaching language,so teaching language comes first.Second,the teacher USES the fair teaching language above the classroom,this is a teacher the most basic conscience;Third,the improvement of classroom teaching equity cannot be achieved without teachers’ elaboration of their own teaching language.To maintain classroom teaching equity,teachers must use fair teaching language.Secondly,based on the influence of "explicit influence" and "implicit influence" of teaching language on the fairness of classroom teaching,this paper mainly analyzes and discusses how teachers’ teaching language affects the fairness of classroom teaching,how it affects the performance of classroom teaching and what problems appear.Thirdly,the author comes to the conclusion: the level of teachers’ own professional level;Teachers hold different expectations for students because of their grades,race,family background and other factors.Under the background of exam-oriented education,the traditional concept of teachers is still "only score theory" and cultivate "top students".Teachers interact more with excellent students because of their own preferences or other reasons.When teachers interact with excellent students,they often use the language of praise,but the evaluation of poor students is completely opposite;At present,the non-teaching task assigned to teachers by schools is heavy,and teachers’ teaching is controlled by teaching achievement and graduation rate.Some of the social administrative part of the school teaching intervention,and the social work of teachers do not recognize;All these factors will affect the promotion of classroom teaching equity.Finally,based on the existing literature and the above research results,this paper proposes the following Suggestions: first,strengthen the training and supervision of teachers,especially novice teachers,and continuously improve the quality of teachers;Second,reform the traditional teaching concept and method;Thirdly,reform the traditional teaching evaluation system based on teaching language;Finally,teachers should constantly improve their professional competence in a series of issues,such as teaching interaction and teachers’ expectations,which reflect teachers’ educational wit.In terms of school education system,schools should learn to "untie" teachers,that is,let teachers return to education and teaching,with fewer additional tasks,so that teachers are fully engaged in it.In terms of social groups and public opinions,relevant departments should give schools some freedom,less unreasonableevaluation and assessment mechanism,and give teachers some freedom.Public opinion also strives for more positive comments on schools and teachers,so that schools and teachers can return to the right track.