Research On The Analytical Framework For Classroom Justice In Primary And Secondary Schools

In recent years,with the deepening exploration and practice of education equity in China,great progress has been made in the distribution of basic rights,opportunities and material resources in education,and the problem of "having access to education" has been basically solved.However,to look at the issue of education equity,we should not only pay attention to the macro-level policy factors,but also pay attention to the regional factors at the middle-level,and more importantly,we need to consider the micro-level classroom factors to ensure that students get equal and high-quality learning experience.Therefore,on the basis of relevant research,this study attempts to explore the issue of classroom justice in primary and secondary schools in China.This study follows the basic ideas of analysis,construction,interpretation and verification,and studies the connotation,theoretical basis and indicator construction of classroom justice by comprehensive use of theoretical research,literature research and Delphi method.The full text is divided into three parts.The first part mainly reviews and summarizes the existing research at home and abroad,and comprehensively expounds and deeply analyzes the relevant concepts of classroom justice,and defines the connotation of classroom justice on this basis.It points out that classroom justice means that teachers can conduct classroom management,carry out teacher-student interaction,allocate classroom resources,create learning opportunities and implement teaching evaluation fairly based on the correct view of students and respect the differences of students.To achieve distributive justice,procedural justice and interactional justice,and finally make every student’s potential to be fully developed,to achieve personalized and comprehensive development of all students.The second part focuses on the theoretical basis of classroom justice,including the theory of justice,recognition theory,multiple intelligence theory and other theories,and discusses the significance of relevant theories in building an analytical framework for classroom justice.In the third part,this study first defines the basis for the construction of classroom justice index system,and then,under certain construction principles,initially constructs an analytical framework pointing to classroom justice in primary and secondary schools,lists indicators at all levels,and finally uses Delphi method to carry out two rounds of expert consultation to revise the analytical framework.Finally,all levels of indicators pointing to the analysis framework of classroom justice in primary and secondary schools were determined,including 3 first-level indicators,9 second-level indicators and 18 observation indicators.This study enriches the research on classroom justice from the micro perspective,and has reference significance for the evaluation and promotion of classroom justice.