Research On The Current Situation And Countermeasures Of Teacher's Questioning In Class In The Perspective Of Teaching Equity ——Taking Chinese Classroom Teaching In Junior High School As Example

Questioning in class is one of the most commonly used teaching methods for teachers' classroom teaching activities,and also the main way for teachers to interact with students.The effect of teachers' questioning in class will directly influence the quality of teaching and the comprehensive development of students.At present,with the deepening of basic education reform,people pay more attention to teaching activities at the micro level,thus questioning in class have undoubtedly become a hot topic inside and outside the school.Teachers can understand students' learning dynamics and the mastery level of knowledge by questioning in class,meanwhile students can clarify their own advantages and shortcomings according to teachers' reasonable answer feedback in the process of questioning in class.In all ages,questioning in class has been a heat topic of teaching activities.From 1920 s,Stevens reported the number of classroom questions,now the literature about questioning in class are countless.With the development and progress of society,people's perspective are also transfer from question itself to question process,namely whether teachers' questioning in class can ensure the fairness of teaching or not.Because teaching equity is not only an important embodiment of social equity in the field of education,it is an important measure to fulfill development of students.Therefore,it is particularly important for teachers to practice teaching equity in the process of questioning in class.Based on Rawls' theory of fairness and justice,Rogers' Ideology and Multiple Intelligence theory,the thesis uses many effective methods,such as literature method,observation method,questionnaire method and interview method.There are 22 Chinese classroom record videos were selected to analyze as the observation objects,550 students took part in the questionnaire survey,and then randomly selected four Chinese teachers as the interview objects in junior school.At last,the situation of teacher's questioning in class will be surveyed from equal equity,differential equity,developmental equity three dimensions.Through the analysis of the research results,it is found that there are three main unfairness teaching problems: first of all,some teachers adhere to the traditional educational principles,there are some bias on choosing questioning answers.Secondly,due to the oversize class and insufficient teaching ability of new teachers,some teachers fail to treat students differently and cannot teach students in accordance with their aptitude.Thirdly,the teachers' questioning in class did not meet the minimum requirements of curriculum criterion for underachiever,and also could not meet the academic needs of eugenics.Based on the analysis of situation,this study deeply excavate the reasons of the problems from three levels: teachers themselves,schools and students.Finally,proposes targeted improvement countermeasures based on the problems and reasons existing in the process of teacher's questioning in class: update the concept of teachers and improve their quality,optimize the organization of classroom teaching,school should set management and evaluation system,so as to promote the teachers' questioning in class to be more fair and reasonable,meet the needs of students' development,and achieve fairness of teaching in a further step.