First, correctly handle the relationship between macro and micro.
Macroscopically, educational equity means that school-age children and adolescents enjoy the same rights and opportunities to receive education and the same public educational resources and services, which are mainly reflected in the equity of educational rights, equal educational opportunities, balanced educational scale, balanced structure and balanced system. Microscopically, it refers to the fairness of the school education process, including the balance of curriculum teaching resources allocation, teacher allocation and education evaluation, which is mainly reflected in the balance of students, quality and evaluation. It is the embodiment of educational equity, which is substantive, internal and deeper. It embodies the characteristics of pedagogy in the whole educational equity, and reflects the substantive and internal educational quality and effect.
Ensuring educational equity is mainly promoted by the government at the macro level. Due to social reasons, children of socially disadvantaged groups, such as remote areas, ethnic minorities, poor families, unemployed or laid-off workers, migrant workers, etc. , can't fully guarantee their interest in education, and can't be on the same starting line with the children of normal social groups, which seriously affects their development. In this case, only formal education equality, including equality of rights, equality of opportunities and procedural justice, can not make the socially disadvantaged groups have a substantive equality result. Therefore, the children of these disadvantaged groups must be moderately inclined in education (such as giving priority to support, dropping scores in exams or allocating certain places, etc.). ) to ensure that those who are at a disadvantage in the competition get equal educational results. Therefore, it is wrong to think that promoting educational equity is purely a government act, which has nothing to do with schools and teachers. The criticism of educational injustice mainly focuses on the macro-decision of the government.
Promoting educational equity is mainly implemented by schools and teachers at the micro level. In fact, micro-level education equity, such as curriculum, class management, educational philosophy, teachers' attitude and so on. It is of greater significance to the educated. Relatively speaking, the macro level and external conditions of educational equity may be solved once and for all, but the micro level and internal conditions of educational equity are always accompanied by the process of education, which is often difficult to solve. For example, some taken-for-granted concepts and attitudes accumulated in society for a long time have made many young students lose their confidence and interest in learning, which is a more complicated and difficult issue in educational equity. It should be said that schools and teachers have made great achievements in promoting educational equity. The responsibility of the school lies in improving the quality of teachers, strengthening school management, building a healthy and progressive school culture, and constantly improving the quality of education and the level of running schools. Teachers' responsibility is to re-examine the classroom, rebuild classroom life and establish a democratic relationship between teachers and students. Teaching should be geared to all students, teach students in accordance with their aptitude, eliminate the problems of uneven classroom teaching opportunities, and establish an evaluation system suitable for and promoting students' development. For example, in classroom teaching, teachers sometimes make "unfair" actions to students intentionally or unintentionally, such as habitually leaving the opportunity to answer questions to students who like to express themselves, always focusing on areas close to their own positions and praising students who appreciate them. As everyone knows, the teacher's casual "unfair" behavior may affect some students' attitude towards learning, teachers and even life. As a teacher, we must always remind ourselves that "teaching is for all students", make appropriate adjustments to our previous "unfair" teaching behavior, and make them try to reflect and tend to "educational fairness".
Second, correctly handle the relationship between fairness and efficiency.
At present, there are some misunderstandings about the fairness and efficiency of education. Some people oppose fairness and efficiency, thinking that fairness must be achieved at the expense of efficiency, and it is impossible to achieve fairness by choosing efficiency. Some people equate fairness with average and think that educational fairness is egalitarianism; Others think that fair development means "cutting peaks and filling valleys", pulling down high-level ones and so on. In fact, educational fairness and efficiency are two aspects of the same problem, and they are two different goals pursued by running a school. Educational equity is a basic value concept and standard of education, and educational efficiency is the ratio of educational input to educational output. What it wants to explain and reveal is how to maximize the benefits of education under a given total amount of educational resources, and what kind of allocation and implementation of educational resources can maximize the benefits under a fixed total amount of educational resources. Obviously, it is impossible to achieve development without efficiency, and development is the eternal theme of education. Fairness is closely related to development, which is the premise and foundation of promoting fairness, and real fairness is realized in development. Specifically, not only rural areas, backward areas, weak schools and vulnerable groups need to be developed and improved, but also urban areas, developed areas, high-quality schools and powerful groups need to be continuously developed and improved. We should not artificially restrict the redevelopment of urban areas, developed areas, high-quality schools and powerful groups in order to achieve educational equity, but should encourage the strong to make persistent efforts, help the weak to catch up as soon as possible, and gradually eliminate the educational gap through the gradient development of education. In other words, fair development is not the development of "cutting peaks and filling valleys", but the development of "building peaks and nourishing valleys". Emphasizing educational equity is by no means advocating educational egalitarianism, but should be planned in different regions, implemented step by step and developed in different categories according to the actual situation of different schools and groups. It is necessary to narrow the development gap between urban and rural areas, between regions, between schools and among educated groups as much as possible, and help regions and schools with relatively backward education level as soon as possible, so that the disadvantaged groups can enjoy high-quality education resources equally and realize real education equity.
Third, correctly handle the relationship between generality and individuality.
The commonness mentioned here refers to the identity and consistency of development between urban and rural areas, between regions and between schools, such as the unification of school-running conditions between urban and rural areas, between different schools and between different types of education (such as vocational education and basic education). Personality refers to their differences, characteristics and advantages. The fair development of education does not insist on uniformity, but requires the unified development of "everyone is the same", "one model", "urgent March" and "one size fits all", but strives for diversified development at a high level and a high level. On the basis of observing the commonness, according to their own actual conditions, creatively explore the development path and development model that embodies their own characteristics, and finally realize complementary advantages, characteristic development and overall improvement.
"Different" is not equal to "gap". Promoting educational equity is to gradually narrow and eventually eliminate the gap, but we must maintain our differences, that is, individuality. This personality mainly includes the following four aspects: First, regional characteristics. There are many different characteristics between provinces, cities, counties and townships, which are different from other places. To promote educational equity between regions is to adjust measures to local conditions, find out their own characteristics, enlarge their own characteristics, turn them into advantages and show their own characteristics. The second is urban and rural characteristics. To promote educational equity, we need to formulate measures to effectively curb the widening gap between urban and rural education, but this does not mean that the characteristics and advantages of rural education can be weakened or even ignored. Does rural education have its own characteristics and advantages? Professor Liu Tiefang from the School of Education Science of Hunan Normal University has an incisive summary: "There are rich educational resources hidden in rural regional culture. The traditional rural education system includes the organic combination of foreign culture with book knowledge as the core and folk local culture with folk stories as the basic content, the horizontal penetration of foreign culture and the vertical inheritance of folk local culture, the combination of school formal education and natural hobby practice, the combination of special training and oral teaching, and the combination of knowledge enlightenment and rural emotion. " This is not only the characteristic of rural education, but also constitutes its special advantage. In the practice of education and teaching, many teachers have realized that some children from rural areas have more imagination and artistic talent than children from cities, because they are more in touch with nature than children from cities. How to make full use of the unique natural resources and regional cultural resources in rural areas is a challenging new educational topic. There are many articles to do in this regard. The third is the characteristics of the school. The gap between schools is an important obstacle to the realization of educational equity. To narrow the gap between schools, we must first focus on transforming weak schools and ensure that all schools meet the basic construction standards. But at the same time, in the process of development, we should also pay attention to excavating the connotation of the school, overcome the traditional practice of "having a thousand schools on one side", and "go our own way" everywhere, at all times, showing unique and stable personality characteristics in all aspects.
Fourth, correctly handle the relationship between similarities and differences.
Promoting educational equity requires the government to provide equal starting conditions for the educated, allocate the educational resources provided by public finance according to balanced rules, make the educated develop homogeneity and make all students receive the same education, which is the value goal that the government should pursue. However, objectively speaking, the educated are different. This difference is mainly manifested in the following aspects: first, talent, including race, intelligence, physical strength, gender and other differences; Second, conditions mainly refer to the differences in educational conditions given by society, including differences in parental status and education level, differences in family economic conditions, differences in social relations, and so on; The third is the environment, including the differences between cities or villages, plains or mountains, inland or coastal areas, developed or underdeveloped economies, and the level of education. These differences are the internal resources for the formation and perfection of human personality. Therefore, in the process of promoting educational equity, we should fully cherish and respect the individual differences of students. The fairness of the starting point and process of education does not mean that the results of the development of the educated are exactly the same. Giving full play to each student's ability and personality is the fairest and most efficient, the fairness in the original sense and the ultimate value goal we pursue. On the one hand, educators should promote the all-round development of students; on the other hand, they should teach students in accordance with their individual differences and provide different education for different students, so that their talents and personalities can be fully developed.
Fifth, correctly handle the relationship between mass education and elite education.
When it comes to educational equity, it is bound to involve mass education. Realizing popular education is undoubtedly an important way to promote educational equity, but this does not mean that elite education must be cancelled or ignored. It is not true educational fairness to blindly pursue the popularization of quantity and ignore the necessary elite education. Only on the premise of popularization can we promote the coordinated development of popularization and elite education and realize real educational equity. True education equity recognizes differences, respects differences and pays attention to stratification, creating conditions for the development of different people's personalities and the growth of innovative top talents. High-tech talents trained by elite education are important resources to ensure the core competitiveness of the country. In order to occupy a leading position in international competition, developed countries attach great importance to the early training of innovative top-notch talents, which are incorporated into national development strategies and implemented through legislation or national planning. Elite education and mass education are not an either-or relationship. Mass education must include a certain number of elite education, which develops in different directions and is an important part of China's strategy of rejuvenating the country through science and education. In this sense, if there is no equal opportunity provided by mass education, there will be no educational equity, and there will be no freedom of choice for different people created by elite education, and there will be no educational equity. What we need to do is to realize the coordinated development of elite education and mass education. Elite education should be based on the popularization of mass education, and mass education should be extended and promoted in elite education. The ideal state of educational fairness is the unity of basic fairness and free choice, and the unity of mass education and elite education. On the one hand, we should strive to achieve equal sharing of public education resources, ensure fair opportunities, strive for fair process and narrow the absolute gap; On the other hand, we should acknowledge and respect differences and create a good environment for the development of different people's personalities and the growth of top-notch innovative talents.