A Study On The Fairness Of Classroom Questioning By Elementary School Teachers

The teachers questioning in class is a widely used teaching method in teaching activities.Fair teachers questioning as a micro-link of fairness in the process of education and teaching,not only plays an important role in giving full function of questioning and achieving teaching objectives,but also helps every student develop their own potential equally and promote personal development.However,in the actual primary school classroom,the unfair phenomenon of teachers questioning is widespread.It is not only unfair in form that the number of calls and answers is unevenly distributed,but also unfair in essence that the content of questions does not correspond to the actual situation of students.In view of the above,this study selected Z Primary School in Weifang City,Shandong Province as a case study.Through observation and interviews,this paper makes an in-depth study of the problem in unfair teachers questioning,analyses the causes and explores effective ways to solve this problem,in order to improve and prevent the unfair behavior of teachers questioning in practical teaching activities.This paper is divided into four chapters.The first chapter is an overview of the relevant concepts,theories and principles involved in this paper.Firstly,clarify several core concepts,such as "fairness","teachers questioning","teachers questioning fairness".Secondly,it elaborates Rawls’ theory of fairness and justice,Bloom’s classification of cognitive objectives and the theory about the zone of recent development.Finally,on the basis of these three theories,the author concludes the three evaluation principles of equity,difference and development of teachers questioning in class,which lays the principle foundation for distinguishing whether teachers questioning behavior is fair or not.Chapter Two presents the form of fair teachers questioning in primary school.It is based on the actual survey data that divides the students into four dimensions according to their academic performance,gender,personality and position,and the fair question is summed up the unfair in form and essence of teachers questioning,which is shown in three aspects: call-and-answer,question distribution andevaluation.Chapter Three is an analysis of the causes of the unfair behavior of primary school teachers in classroom questioning.After relevant interviewing,this paper makes a detailed analysis of the causes of unfair teachers questioning from four different levels: teachers themselves,students,schools and parents.Chapter four is based on the analysis of specific reasons,excavating the methods to reduce unfair behavior of teachers’ classroom questioning: Firstly teachers are the key to promoting the fairness of teachers’ classroom questioning,they should not only improve the professional quality of fair questioning and form a correct student outlook,but also learn to reflect on their own question of teaching.Secondly students are the foothold to realize the fairness of classroom questioning,they should defend the right to answer questions and strive for the opportunity to answer questions in class.Lastly external environment is the guarantee to realize the equity of classroom questioning,which requires the joint efforts of schools,parents and relevant education departments.