The Study On The Classroom Questions Of New Mathematics Teaching In Junior Middle School From The Perspective Of Learning Opportunity Equity

Educational process equity is an important link to achieve educational equity,classroom teaching equity is an effective way to achieve educational process equity,and learning opportunity equity is an important embodiment of achieving classroom teaching equity.Therefore,it is of practical significance to study educational equity and educational teaching reform results from the perspective of learning opportunity equity.This paper starts with the classroom questioning,the most common but most meaningful classroom activity that happens every day in the classroom,and regards the classroom questioning as a learning opportunity to study the equity of learning opportunity in the new mathematics teaching in junior middle school.At present,the research on the fairness of teachers' questions in class is relatively weak.From the perspective of teachers,most researchers study the learning opportunity equity of classroom questioning from the perspective of teachers' behaviors.They only consider the equal treatment of students,but ignore the differences among students.Not really from the teacher's sense of fair research.From the perspective of students,how do students think of teachers' behavior of asking questions in class? Ignoring the students' fair experience of fair questioning.This study will try to investigate the classroom questions in the new mathematics teaching in junior middle school from the perspective of teachers and students and from the perspective of learning opportunity equity.This study will use five research methods,such as literature research,questionnaire survey,classroom observation,interview and educational narrative,to study the equality of learning opportunities in the classroom questioning of new teaching from the perspective of teachers,starting with teachers' awareness of fairness,teachers' equal treatment of students and differences in treatment of students.From the perspective of students' views on teachers' questioning behavior and students' fair experience,it is necessary to understand whether classroom questioning as a learning opportunity promotes students' learning in the new teaching of mathematics in junior middle school.And how to better promote the students' learning in the classroomquestions to reflect the fair opportunity to put forward their own Suggestions.The research finds that: from the perspective of teachers,there are errors in their awareness of the fairness of learning opportunities and they do not really understand the fairness of learning opportunities.The unfair phenomenon exists in the learning opportunity in the classroom question;In the process of teaching,teachers pay attention to the difference in the treatment of students,but there are still shortcomings;The teacher's design of questions in class is not sufficient.From the perspective of students,they have a good sense of fair experience for classroom questions,but their sense of trust and satisfaction need to be improved.It is not obvious to actively strive for learning opportunities in class.In view of the problems found in the research,the author puts forward the following Suggestions: from the perspective of teachers,teachers should strengthen learning and establish the awareness of "learning opportunity equity";In the classroom to ask questions to balance the distribution of learning opportunities,correct understanding of equal treatment and difference treatment;The effectiveness of classroom questioning is optimized from many aspects to promote students' learning so as to realize the equality of learning opportunities in classroom questioning.The student's Angle should strengthen the student's fair consciousness;Actively strive for learning opportunities;Actively participate in class activities.