From a macro point of view, China's education is obviously unbalanced in the distribution of cascade resources in metropolis, provincial capital cities, cities, counties and villages, and the skewed distribution of education has triggered a large-scale school selection tide that continues to heat up. The imbalance is mainly reflected in the serious imbalance of teachers, educational concepts, facilities, conditions and teaching level, which varies greatly. Its function is that a large number of people flow in one direction to places with better education, and children from rural families will go to schools in towns and villages. Concentrate on running a school and quit running a school? To add fuel to the fire, township families with certain conditions want their children to go to school in the county, and the children of township cadres and teachers are sent to the county or larger cities to go to school. They lost their sense of responsibility and motivation to run rural education well, which led to further emptiness of rural education and became the driving force to promote more children to go to school in other places. Families living in county towns with certain conditions are dissatisfied with the present situation of education. They try their best to send their children to districts and cities, and families with certain conditions in the city will fall down the pyramid? The vicious circle of choosing schools under great pressure has intensified the formation of a vicious and unbalanced educational ecology.
Creating a balanced educational ecology is not only something that schools and education departments can accomplish, but also requires the participation of all parties related to education in the whole society. First of all, it is necessary to change the stereotype formed by the government, schools and parents on the existing school evaluation standards, and eliminate the simple judgment that schools with high scores are good schools. Establish a new consensus on education evaluation, take whether it can provide effective growth and development services for specific children as a more important basis for evaluating schools, and improve the weight of appropriate scale and class size in school evaluation. Appropriate scale, appropriate class size, appropriate teacher-student ratio, teachers' care for students, and satisfaction of students' growth and development needs should be an important basis for evaluating schools and choosing schools.
Through the integration of urban and rural compulsory education, the implementation of school districts, group running or school-school alliance, balanced allocation of teachers, etc., we will increase support for weak schools and rural schools, promote balanced development, limit the number of students enrolled in over-class schools, and rationally divert students. The education administrative department at the county level should establish a ledger to eliminate large classes, and implement the management of canceling the number of large classes in schools to avoid new large classes. The balanced ecology of education not only refers to the balance between urban and rural areas, but also includes the balance between different school-running subjects. It is necessary to create conditions for different school-running subjects to run different schools according to their own school-running ideas, improve the situation of excessive educational oneness gap and meet the diversified needs of students.
Education equity includes education starting point equity, education process equity and education end point equity. The fairness of the starting point and ending point of education is at the national level, and the fairness of the educational process depends on the teachers. As an ordinary teacher, what you can do is to make the education process fair, which is the responsibility of an educator.