A Survey Of Primary School Classroom Questioning From The Perspective Of Equity In Learning Opportunities

Swedish educationist hussen divided educational fairness into starting point fairness,process fairness and result fairness.With the steady and continuous advancement and development of China’s education,nine-year compulsory education has been popularized,and the focus on education fairness has changed from the macro level of the starting point of the right to attend school and the opportunity to the micro level of the education process fairness.Learning is the core event in the process of education.Whether the equality of learning opportunity can be realized and how much it can be realized is of great significance to the realization of equality in the process of education.Classroom is the main place of educational process equity,as an important part of classroom teaching and the main form of classroom interaction,the study of classroom questioning from the perspective of learning opportunity equity has important theoretical and practical significance for the realization of educational process equity.This paper takes the mathematics class of S Primary School in Q City as an example.Starting from the theoretical perspective of learning opportunity equity,this paper analyzes the three dimensions of classroom questioning from the perspective of learning opportunity equity by taking the procedural equity,background equity and risk equity proposed by Jacob in the new theory of equal opportunity.Using classroom observation,questionnaire and interview method.With the aid of the pre-designed class observation scale,this paper carefully observed the 24 classes of 3 mathematics teachers in the class.Questionnaire was used to investigate the personal feelings of 330 primary school students on classroom questions,and the questionnaire data were analyzed.Through interviews,we have a more comprehensive understanding of the problems and influencing factors of classroom questioning from the perspective of learning opportunity equity.Through quantitative and qualitative analysis,this paper comprehensively analyzes the current situation of classroom questioning from the perspective of learning opportunity equity.Through collating and analyzing the collected data,it is found that there are many problems in classroom questioning from the perspective of learning opportunity equity.All aspects of teachers’ questioning in class are affected by students’ personality,gender,seat order,class role,academic achievement,family status and other factors,presenting unfairness.The analysis of its existing problems,one is that teachers do not have a clear understanding of the fairness of learning opportunities,lack of professional quality of fair questioning: including the lack of awareness of the fairness of learning opportunities,the awareness of fair questioning is weak;The professional quality of teachers lags behind,the ability of fair questioning is insufficient;The teacher’s morality needs to be improved,and there is a tendency of utilitarianism in asking questions.Second,the development level of students is different,the lack of rights protection consciousness: including the differences between individual students,making it more difficult for teachers to ask fair questions;Students lack the consciousness of safeguarding rights,which leads to the lack of supervision of teachers’ questioning behavior;Third,the school conditions are limited,the lack of a fair environment to achieve learning opportunities: including the size of the class is too large,teachers limited energy is difficult to take care of all students;The evaluation mechanism is not perfect,and teachers pay less attention to the fairness of learning opportunities.The teacher training is formalized and ignores the teacher fairness concept.In this regard,this study puts forward targeted optimization strategies and suggestions:at the teacher level: clarify the concept of fairness,improve the awareness of learning opportunity fairness;Strengthen professional study,improve professional quality;Desalination of utilitarian heart,strengthen the consciousness of education.On the student level: overcome their own limitations,take the initiative to strive for learning opportunities;Establish the consciousness of safeguarding rights and firmly safeguard the fairness of learning opportunities.At the school level: small class size,flexible learning space;Establish a scientific and reasonable evaluation mechanism,including the index of fair questioning;To improve the quality of teacher training and help teachers understand the concept of fairness deeply.