Article 4 of the Compulsory Education Law of People's Republic of China (PRC) clearly stipulates that every school-age child and teenager shall enjoy the equal right to receive compulsory education according to law and fulfill the obligation to receive compulsory education. Therefore, every student has equal educational opportunities and equal educational and teaching resources, and the compulsory education stage is fair to every student. Schools can't divide fast and slow classes according to students' grades, which will cause students' psychological gap and can't reflect the fairness of compulsory education.
We are reading Article 29 of the Compulsory Education Law of People's Republic of China (PRC). This sentence shows that teachers should treat students equally, and students have good and bad grades in the class. Teachers should pay attention to students' individual differences, teach students in accordance with their aptitude and promote students' all-round development.
Through the interpretation of the Compulsory Education Law, we know that in the nine-year compulsory education stage, schools are not allowed to set up fast and slow classes, and schools should divide classes reasonably and fairly. A class should have three types of students: good students, average students and poor students. Teachers need to consider the differences of students, teach students in accordance with their aptitude, and put forward different teaching objectives for different students.
Fast and slow class? Although it disappeared, it was followed by ultra-long classes and experimental classes. Fast and slow class? The phenomenon of class placement. Since fast and slow classes are not allowed, can we divide them into super-long classes? Is it okay to divide into experimental classes? ? Fast and slow class? Is it really bad for students?
As front-line teachers, we all know that each student's acceptance ability is different. Fast-slow class is a hierarchical education for students, so that those with good academic performance (only grades) can be assigned to fast classes and those with poor academic performance can be assigned to ordinary classes, which can speed up the learning progress of students with spare capacity and achieve better results. Let the students with weak learning acceptance lay a solid foundation, which is of great benefit to the students with poor grades to improve their grades and steadily improve.
However, some non-front-line education experts feel that the fast and slow classes do not reflect educational equity, but rather educational equity. There are also key high schools and ordinary high schools in high schools, and the students' learning ability in key high schools is obviously higher than that in ordinary high schools. In fact, the fast and slow classes in many schools are not fixed. Students can enter the fast class if their grades improve, and return to the ordinary class to consolidate the foundation if their grades get worse. What's wrong with that?