Classroom Questioning Research In The Perspective Of Learning Opportunity Fairness

With the development of education and steady progress,the popularization of compulsory education highlights the problem of the fairness of educational process,so the development of education is changed from the amount of education to the quality of Education.Education fairness which is the focus on macro levels of fairness like education resources allocation,admission gradually pay attention to the micro-level fair just in the process of classroom teaching.?The National Medium and Long-term Education Reform and Development Plan Outline(2010-2020)?,pointed out:"Fairness of opportunity is the key to educational fairness." Learning is the key event in the process of education,the realization of the learning opportunity fairness is of great significance for promoting the fairness of classroom teaching process,and is important for the development of individual students.The paper studies the classroom questions from the perspective of learning opportunity fairness.This paper mainly adopts the methods of classroom observation and interview survey.On the basis of reading and sorting out the relevant literature,this paper develops an observation record table of classroom questioning from the perspective of learning opportunity equity,then choose two classes of grade 4 and two classes of grade 5 from a primary school in Shanghai to observe classroom questions of Chinese,mathematics English and record relevant data in order to analyze.After that,the author makes an individual interview with Chinese,mathematics and English teachers to find out more about the teachers' ideas.Through the collation and analysis of the classroom observation data,the paper mainly draws the following conclusions:First,students of different gender,position didn't get the same treatment in the classroom questioning.Second,students with different abilities are treat differently in the classroom questioning,but the rationality is insufficient.Third,students with poor academic ability and special circumstances are taken care of,but not normalized.Fourth,the teachers have scattered sense of fairness,but has not yet formed a correct understanding.Based on the results of classroom observation,individual interviews with teachers and the main conclusions of research,this paper puts forward the ways to improve the learning opportunity fairness in classroom questioning,they are as follows:understanding the connotation of learning opportunity fairness in classroom questioning;resolve the dilemma of learning opportunities in the realization of fairness;improve teachers' systematic cognition of learning opportunity fairness;improve teachers' quality of implement fairness at the technical level.