Research On The Classroom Questioning Behavior Of Primary School Teachers From The Perspective Of Teaching Fairness

Education equity is the basic requirement of education modernization and teaching equity is the micro-level of education equity.Teachers’ classroom questioning,which is as an important link in the teaching process,and the study of educational fairness in classroom questioning is an important part of understanding school teaching fairness.Classroom teaching fairness means that teachers treat each student equally in teaching,and treat them differently according to the characteristics of students,so that each student can be fully developed.After defining the analytical framework of teaching fairness,teacher’s classroom questioning,question classification and teacher’s classroom questioning fairness,Taking the classroom questioning behavior of primary school mathematics teachers as the research object,by using classroom observation method,the routine classroom teaching of two mathematics teachers in two primary schools in H city was observed.Through the observation record and analysis of the elementary school mathematics classroom question,the present situation of teacher’s classroom questioning in the primary school is studied from the four dimensions,which are the answer opportunity,the question level,the waiting time and the teacher’s answer feedback.Through data analysis,the following conclusions are drawn: Primary school mathematics teachers give students with excellent grades more opportunities to answer questions and give them high-level questions.For students with different genders,teachers give boys more opportunities to answer questions.On the whole,teachers give students equal opportunities in waiting time and feedback.But from the point of view of individualized development,teachers’ classroom teaching behavior is still deficient in teaching fairness.According to the above conclusion,the author puts forward some suggestions: teachers should establish correct teaching view and students’ view,strengthen the sense of fairness and enhance the professional skills of questioning fairly;strengthen students’ understanding of fairness and actively participate in classroom questioning;optimize the evaluation mechanism of teachersand students,carry out relevant teaching and research activities,and carry out small class teaching;parents should establish correct education concept and create a good family atmosphere.