Practical Research On Elementary School Classroom Teachers' Questioning And Interactive Fairness

With the continuous deepening of the new curriculum reform,the importance of classroom teacher-student interaction is widely accepted and recognized.The most interactive form of classroom teacher-student interaction is the teacher's questioning interaction.As the most common and basic educational teaching method in classroom interaction,some problems in teacher questioning interaction have gradually emerged.Among them,in the field of educational fairness,teachers' questioning interactions also face many problems.The fairness study of teacher questioning interaction focuses on the issue of educational equity at the micro-teaching level.Therefore,the research and discussion on teacher interaction and fairness is the necessary refinement of the educational equity theory.This thesis goes into the elementary school and goes deep into the classroom.Through the observation and summarization of the Chinese class of Yangzhou M Primary School,this paper studies the current situation of teacher interaction in primary school classrooms from the three dimensions of the number of teacher questioning,teacher questioning type and teacher feedback nature.There are unfair phenomena in the process of questioning and interaction among students of different attributes.Based on classroom observation,teacher interviews and student questionnaires,this paper conducts an in-depth investigation on the prevailing lack of fairness in the classroom teacher interactions,and proposes corresponding improvement measures according to China's national conditions and social reality.It aims to make a theoretical contribution to the fairness of classroom teachers' questioning and interaction,so as to promote the realization of educational fairness at the practical level.This article will be divided into six parts to discuss:The first part is the introduction,which mainly describes the research background and significance,literature review,research ideas and methods,innovation and research.The second part is the theoretical analysis of the interactive fairness of the questions of primary school classroom teachers.Through the definitions of educational fairness,classroom teacher-student interaction,teacher questioning interaction and other related concepts,the theoretical basis of this research is sorted out,and the characteristics and significance of the interaction fairness of primary school classroom teachers are summarized,and the theory of subsequent investigation and analysis is made.Preparation on the board.In the third part,through the current situation survey,it is found that teachers have differences in questioning interactions with students of different attributes.The fourth part combines the content of teacher interviews and student questionnaires to propose the unfairness problems that exist in teacher question interaction.The fifth part is to further analyze the unfair phenomenon and draw a deeper reason.In the sixth part,based on the reasons for the analysis,combined with China's national conditions and social reality,it puts forward practical and feasible countermeasures,including:optimizing the classroom organization form,perfecting the evaluation mechanism,and improving the professional quality of teachers.