Research On Equity In Teacher-student Interaction In Junior Middle School Mathematics Classroom

With the scientific outlook on development and the further popularization of the concept of harmonious civilization society,education equity gradually become one of the steady development of education,is an important part of education democratization,by many countries as education reform and promote the development of education goals and guiding direction,widely attention by people.Classroom interaction between teacher and student is the core social activity in the field of education,and an important perspective of educational equity from macro to micro,and is of great significance to the realization of educational equity.In the field of classroom teaching,education inequality emerges in an endless stream,and the impact of education differentiation is still serious.This study establishes the classroom fairness from the perspective of linguistics,constructs the "cross axis" fair analysis framework,selects the iconic classroom teaching segment of "one teacher one excellent class" education platform,combines the offline middle school mathematics classroom teaching video,transcribes the classroom transcription rules;uses the conversation analysis method,analyzes the issues of classroom interaction fairness.From the analysis of mathematical fairness problems from the level of "dominant axis",the following conclusions are drawn: First,the different presentation methods of mathematical concepts will cause students to obtain differences.Direct teaching of mathematics concepts test students’ knowledge reserve and teacher acuity;the confusion and controllability increase cause some students to take the right of understanding of practical operation.Second,different classroom types will affect the fairness of students’ classroom interaction process.The teachers ’guidance ability,problem difficulty and acceptance speed will affect the opportunity of students’ interaction;the basic knowledge stability and performance effect,student position and group effect will shift the knowledge mastery and position relationship;the group social relationship in mathematics activity class will affect the classroom interaction.Third,different starting problems lead to the difference of starting rights.Closed questions are mainly "TC",individual answer opportunities are reduced;the structure of open questions is uniform,students’ character becomes the key point of opportunity;heuristic questions are mainly "TSTC",and the discourse power is not unique.Fourth,teacher feedback influence acquisition and discourse round.The evaluation feedback is relatively closed and obtains the limited surface;the discourse feedback is closed and deepens the breadth and depth.Analyze the mathematical fairness problem from the "critical axis" level,the following conclusions are drawn: First,different types of process students are not neutral.In the material process,students have the lead;in the relationship process,students position the listener,lose the initiative of discourse,but have the acquisition;in the psychological process,students position the thinker,and obtain the participation relationship and logic.Second,the choice of verbs and pronouns has an important influence on the closure and openness during the interaction process.Verbs and pronouns are not simply closed and open.Through collocation,object uniqueness and mass are formulated,thus affecting the gain and loss of opportunities.Third,the choice of the modal language system influences the openness and closure of the interaction.Potential modal and ability temperament opens student possibility;voluntary sex makes the interaction relatively static.Fourth,the interaction of tone and speech function creates variability in semantics during the interaction,which affects chance acquisition.In addition,for the analysis of the results,the study proposes teaching suggestions to promote the fairness of teacher-student interaction in junior middle school mathematics classroom: establish a loosely coupled educational structure and build an open interaction mode;pay attention to students’ cultural background,adopt cultural inclusive teaching;identify students,seize the critical moment of interaction;get rid of the "defect model" and realize "relationship fairness".