A Study Of Questioning In Junior High School Mathematics Classroom From The Perspective Of Fairness Of Learning Opportunity

Fair opportunity is the key to equity in Education.In order to realize the fairness of education,we must implement the level of opportunity fairness in classroom teaching,and in the process of concrete implementation,the most important thing is classroom questioning.From the perspective of fairness in learning opportunities,classroom questioning as the main way of teacher-student interactivity has a great significance in refining educational equity research.On the basis of defining the concepts of learning opportunity equity,classroom questioning and judgment criteria,this thesis comprehensively applies classroom observation and questionnaire survey,analyzes and studies the present situation of junior high school mathematics classroom questioning in Xi’an City,Shaanxi Province from the perspective of learning opportunity equity and the analysis mainly includes the angle of teacher,student and class.From the perspective of the teachers including chance analysis,problem type analysis,waiting time analysis and analysis of teacher feedback;students’ angle only has the analysis of subjective feelings;class’ angle has seat arrangement and the class cadre selection system the two aspects analysis.The main conclusions are as follows:first,when teachers ask questions,for different personalities,genders,positions and academic achievements,there are different degrees of injustice in question chance,question types,waiting time and answering questions.Second,in the sense of subjective feeling,most students feel that the teacher uses the way of calling answer who raises their hands and answers them,which is not fair for the students who do not have the habit of raising their hands.Third,in terms of the class system,first of all,the arrangement of seats is unreasonable;Secondly,the general selection of class cadres is unreasonable.Combined with the main conclusions of the analysis,the author correspondingly put forward concrete suggestions from three angles.Teachers mainly have deepening understanding of fairness,equaling opportunities to ask questions,widening distribution of question objects,and arranging waiting time reasonable,optimizing the design and distribution of questions and to improve the feedback way of answering the six macro suggestions;students have strengthening their own awareness of fairness and cherishing the learning opportunities and actively participating in the classroom the two aspects of advice;The class angle also has changing seat arrangement way and optimization class cadre selection system the two aspects suggestions.