The concept of educational equity has a long history, and the pursuit of educational equity is an ancient concept in human society. Historically, Plato, a great thinker in ancient Greece, first put forward the idea of educational equity, and Aristotle first put forward the idea of protecting the educational rights of free citizens through law. Two thousand years ago, Confucius, a great educator in ancient China, also put forward the simple educational democratic thought of "teaching without discrimination". The modern western bourgeoisie is committed to seeking educational equity. By the end of 18, the concept of educational equity has been transformed into legislative measures in some western countries, which legally confirmed that everyone has equal educational opportunities. The imperial examination system established in China since the ancient Sui Dynasty also embodies an idea of educational equity. In modern western society, there are three different views of educational equity in different periods, namely, conservative view of educational equity, free view of educational equity and radical view of educational equity. From 65438 to 0949, after the founding of New China, the "Common Program" defined the educational policy of "national, scientific and popular" new democracy, which reflected the basic value of the new China in attaching importance to social equity and educational equity. Therefore, we can say that educational equity is a historical category, which has different meanings in different countries and different historical periods. It is not only a reflection of social reality, but also a transcendence of social reality. It is the unity of social reality and educational ideal, and has specific historical significance, including its historical rationality and historical limitations. The third level (1) guarantees that everyone enjoys equal rights and obligations to receive education; (2) Providing educational opportunities and conditions in relatively equal; (3) Educational success opportunities and educational effects are relatively equal, that is, after receiving the same level of education, every student can reach a most basic standard, including substantive fairness in students' academic achievements, fairness in education quality and equality at the goal level. Among them, "ensuring everyone has the opportunity to receive education" is the premise and foundation, "providing education opportunities and conditions in relatively equal" is the further requirement, and it is also the premise of "educational success opportunity" and "educational effect relatively equal". Generally, these three levels can be summarized as: starting point fairness, process fairness and result fairness. In addition, the correct understanding of educational equity includes two aspects: the development of educational equity is relative, and the pursuit of educational equity and educational efficiency are unified. The development of educational equity has certain relativity. This is because there is no unlimited and complete absolute fairness in this world. It must depend on the existence of certain social conditions and be influenced by the development level of social productive forces and people's understanding of the concept of educational equity. Educational fairness in primitive society is a low-level fairness in which all members participate; In slave society and feudal society, education became a privilege and was restricted to a few people, and the children of working people rarely had the right and opportunity to receive formal education; Since the industrial society, education has gradually spread to the public, and people's understanding of educational fairness has gradually experienced fairness from the starting point, fairness in the process to fairness in the result. Therefore, educational equity is an eternal concept pursued by people, and it is also the direction and goal of human struggle. Educational equity and educational efficiency are unified. In the process of social modernization, fairness and efficiency are often in conflict. The development of education is also facing a similar dilemma. However, unlike the socio-economic field, this contradiction in the field of education has its particularity. Research shows that in the education stage, the goals of the two are highly coincident. That is, at different stages of development, the characteristics and emphasis of educational equity are different. In the early stage of development, the most important thing is to popularize education and ensure children's equal right to receive education. After the initial stage of education popularization, the pursuit is fair treatment and higher education quality in the education process, that is, the pursuit of education quality. Therefore, under the premise of equal educational rights, we should also go through a highly screened distributed education system and focus on the rationality of the economy, requiring that every student be treated equally in the process of resource allocation and teaching, so that they can enjoy equal education; At the same time, on the premise of recognizing individual differences and unbalanced development, we should provide different education for each child so that his personality can be fully developed. So as to finally ensure their fair treatment and education quality in the education process. ? The Multiple Meanings of Educational Equity From the perspective of educational practice subjects, educational equity can be divided into student equity and teacher equity. Student fairness refers to the problem of treating and evaluating student fairness; Teacher fairness refers to the problem of treating and evaluating teacher fairness. From the perspective of the process of educational activities, it can be divided into education starting point fairness, process fairness and result fairness. Fairness at the starting point means that everyone has the opportunity to start their own study career regardless of gender, race, origin, economic status, living environment and other conditions. Process fairness means that education treats everyone on the basis of equality in both subjective and objective aspects. The fairness of results means the equality of education quality. From the point of view that the result of educational fairness is produced by operating according to certain fairness principles, educational fairness can be divided into principle fairness, operation fairness and result fairness. The principle of educational equity is the premise of fair educational results. The fairness of operation needs to rationalize and fix the steps of operation to form a fair procedure, and it also needs various forms of supervision mechanisms, supervision institutions and supporting technical means to ensure the fairness of the results. From whether the subjects of educational practice (educators and educatees) are regarded as different, educational equity can be divided into homogeneous educational equity and heterogeneous educational equity. Homogeneous educational equity refers to ignoring the differences between people and guiding the actual educational activities with the same principles of educational equity. However, the educational equity of difference thinks that everyone is different. From the perspective of existence and concept, the above is the fairness of existence. In addition, there is also a kind of fairness at the conceptual level, which is a subjective reflection of existing fairness and a value judgment of existing fairness, mainly manifested in the sense of educational fairness, that is, the psychological feeling generated when evaluating fairness. As the western academic circles all know, in fact, after entering the 2 1 century, the western academic circles put forward the view that "giving everyone equal opportunities does not mean nominal equality-equal opportunities, but affirming that everyone can receive appropriate education, and the progress and methods of this education are suitable for everyone's characteristics", which means that educational equity is to maximize students' knowledge and highlight students' personality as individuals. In the document prepared by the Organization for Economic Cooperation and Development (OECD) in 2007 to assist its member countries in formulating education policies, the definition of education equity is: "Education equity has two meanings. The first meaning is fairness, that is, to ensure that personal and social factors such as gender, socio-economic status and race do not prevent people from reaching the educational level allowed by their abilities. The second meaning is tolerance, which means ensuring that everyone receives a basic and minimal education-for example, everyone should be able to read, write and do simple arithmetic. " [ 1]? This also means that education equity means "teaching students in accordance with their aptitude", so that people can be fully developed; The second is to ensure that all people receive a minimum standard of education. Educational equity is not average, nor is it equal sharing of educational resources. This also means that personal and social factors such as gender and socio-economic status are included in the admission criteria, which makes some students shut out of the school, hinders the development of these students and violates the principle of educational equity; The admission standard of "everyone is equal before the score" conforms to the principle of educational fairness. Education Equity in China