Research On The Classroom Teaching Behavior Of Primary School Teachers From The Perspective Of Micro-fairness

Educational equity is divided into two levels: macro equity and micro equity.At present,the issue of educational equity has shifted from macro-level to micro-level,that is,educational process equity.Moreover,the right place in the educational process is mainly in the classroom.Therefore,teachers' classroom teaching behavior is closely related to the fairness of educational process.Whether teachers' classroom teaching is fair or not directly affects students' adequate experience.To solve the problem of justice in the current education process,we must go deep into the classroom,analyze the causes and essence of the problem,and find concrete and feasible solutions.This thesis follows the research train of thought is: "problem finding,attribution analysis,resolution strategy",to the teachers' classroom teaching behavior as the breakthrough point,fair from microscopic perspective,to study the current primary school teachers' classroom teaching behavior of the status quo and existing problems,and then an analysis of the causes problems,finally puts forward suggestions for the targeted,not only can be solved in the process of teachers' classroom teaching through the teaching behavior of unfair phenomenon,can also provide reference for further realize the education process fairness.The main contents of each part of this paper are as follows:The first part is the introduction,which mainly includes selected topic reason,research status at home and abroad,research methods,research ideas,research objectives and significance.The second part is the core concept definition and theoretical basis.The third part is the research design,which introduces the research problems and research tools in detail.The fourth part is the analysis and summary of elementary school teachers' classroom teaching behavior from the perspective of micro equity.The fifth part is the analysis of the causes of the lack of fairness in classroom teaching behavior of primary school teachers from the perspective of micro-investment,focusing on the discussion from the three levels of school,teachers and students.The sixth part is an analysis on the optimization strategies of primary school teachers' classroom teaching behavior from the perspective of micro equity.The research finds that teachers' classroom language behaviors are unfair in the distribution of language types and expression modes.Teachers' questioning behavior,feedback behavior,and waiting behavior in class are all affected by students' gender,personality,and whether they hold class positions,showing unfairness.In view of the problems in the research,the author makes attribution analysis and puts forward targeted solutions: first,at the school level: based on the construction of school culture,promote the fairness within the school;to construct ateacher evaluation system that allows teachers to gain respect and equal rights;reduce class size,implement small class teaching.Second,at the level of teachers: to create an equal classroom atmosphere and strive to build a harmonious classroom;recognize individual differences of students and adopt diversified teaching methods;strengthen their own teacher's moral cultivation,dilute the utilitarian heart;teachers overcome cognitive bias and improve the sense of fairness in teaching.Third,the level of students: to strengthen the legal concept of students,improve the awareness of student rights;establish a student rights protection mechanism to safeguard the legitimate rights and interests of students.