The Status Quo And Strategy Research On The Fairness Of Classroom Questioning In Elementary School Teachers

As the leader of teaching activities,teachers also occupy a dominant position in classroom teaching.Classroom questioning as an important way of teaching,there are also some problems stand out gradually,the fairness issue of teachers' classroom questioning extensive attention,get more and more people realize the classroom questioning fairness,for students to realize self development,the potential get maximize has a very important role,but in the primary school classroom,the teacher questions unfair phenomenon is widespread,therefore,this paper in-depth classroom,through to the shenyang Z primary school classroom observation record and summary,makes every effort to find the solution of the classroom questioning fairness strategy.By consulting relevant books and interviewing front-line teachers,the observation dimension of this paper is found,starting with the number of questions asked in class,the types of questions asked by teachers,and the answers and feedback of teachers from the three main aspects of students' seating arrangement,grades and class duties.The current situation of classroom questions asked by primary school teachers is studied.After that,three research methods were adopted.First,literature was searched to find the current domestic and foreign research on teachers' classroom questions for analysis and learning.The second is to truly observe the status quo of teachers' questions in class and the current situation of students in each grade during the internship in primary schools.The third is to conduct in-depth interviews with some teachers to understand the current front-line teachers' views on the fairness of classroom questioning and their solutions.Finally,the author makes a comparative analysis of the observed results and summarizes the reasons and shortcomings.Through the survey,it was found that "marginal" students were less likely to be called to an swer by teachers in class,middle class cadres were favored by teachers,and teachers tended to ask unfair questions in class,such as students with high academic performance.The reasons for the se problems are mainly due to the limitation of the "class teaching system" and the "yangko field style" seats,the one-sided evaluation standard of the "popular" students,the insufficient understanding of the fairness of classroom questioning,the poor professional level of classroom questioning and the lack of teachers' moral quality.In order to solve the unfair problem of teachers' questioning in class,it is suggested that we should explore new forms of classroom organization,improve the evaluation mechanism and training mechanism,and improve teachers' professional quality.