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A study on primary school Chinese classroom questions from the perspective of education equity in the case of a primary school in Tianjin Based on

Author: WangLiJuan
Tutor: FengXiangRi
School: Tianjin Normal University
Course: Primary education
Keywords: Education equity Primary school Chinese On-class questioning Casestudy
CLC: G623.2
Type: Master's thesis
Year: 2013
Downloads: 3
Quote: 0
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Abstract


Education equity is not only the educational ideal pursued by mankind for thousands of years, but also the value target the majority of people are running after. Premier Wen Jiabao pointed out that "education is the cornerstone of national development and fairness in education is an important part of social equity." The fairness of education directly determines whether the entire national education system runs healthily, therefore it would have been worried if a person educated by such an unfair system could play a guiding role in the social construction afterwards. Class teaching is the main place of school where teaching activities and students’physical and mental development take place, so we are bound to follow the equity of class teaching when we do research on education fairness. Moreover, asking questions in class, which is the most important way teachers and students interact, plays a decisive role in the class equity discussed above. As a result, questioning in class, especially Chinese class, that has instrumentality and humanity as its attributes and bears the task of teaching human culture and improving emotional interaction, is getting more and more attention from the society and how to be fairness when teachers ask questions becomes a urgent problem we need to solve.In this paper, with the experience of being a student teacher of a primary school’s grade five in Tianjin and using many effective methods comprehensively, such as literature method, case analysis method, observation method, interview method and questionnaire method, the author regards teachers and students as studying objects and does some observations and summaries of questioning in Chinese class, which can be divided separately into four dimensions, answering opportunities given to students, types of teachers’questions, wait-time for each question and teachers’ feedback. We find that teachers tend to give more answering opportunities, more instructive questions of high standard, more praise and be more patient to students who are lively, do much well in studying and have good families. However, students, who are introverted, get mediocre marks and live in families that have much less, receive the opposite treatment. Additionally, teachers act a little differently towards boys and girls.Based on the observations and summaries above, the essay analyses the negative effects of and reasons for the unfair phenomena during class questioning, from which it gives countermeasures to realize the classroom questioning fairness of primary school Chinese, both from the macroscopic and microscopic aspects.

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CLC: > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Chinese Language
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