Classroom teaching equity is the expression of educational equity at the micro-teaching level. Chemistry is a subject based on experiments, and it is a subject worthy of our in-depth discussion. Key words: educational equity, individual differences in classroom teaching of experimental teaching 1. Equity of classroom teaching What is equity of classroom teaching? Different people have different opinions. I think the fairness of classroom teaching should include the following aspects: 1, classroom teaching should reflect educational democracy and let all students develop. Every student has a unique personality and ability, and every student has the right to receive an education that suits his personality and realize his personal value. This requires that our education should respect every student, respect every student's personality and provide every student with equal opportunities and resources. 2. The fairness of classroom teaching depends on the belief that every student has development potential. The theory of multiple intelligences put forward by howard gardner, a famous American psychologist, holds that intelligence is a multiple ability. Everyone has these seven kinds of relatively independent intelligence at the same time, including speech-language intelligence, logic-mathematics intelligence, vision-space intelligence, music-rhythm intelligence, body-movement intelligence, interpersonal intelligence and self-reflection intelligence, and these seven kinds of intelligence are combined in different ways and to different degrees in everyone, which makes everyone's intelligence. Therefore, students' intelligence is not good or bad, and every student has the potential for development. 3. The fairness of classroom teaching should respect the individual differences of students. In our classroom teaching, we should face up to the individual differences of students, have different learning requirements for different students, and adopt different educational methods so that each student can get the greatest development at his original level. Second, the characteristics of experimental teaching The core of the new curriculum reform is to cultivate workers and professionals with innovative and practical abilities. Therefore, it is very important and necessary to do a good job in experimental teaching. Experimental teaching has the following characteristics: 1, exploratory experimental method. The new curriculum advocates that experimental teaching should be based on inquiry. Teachers no longer carefully tell students the experimental steps, methods and precautions, but let students explore freely through the existing knowledge, let them discover for themselves, and then show and exchange their research results. This can not only stimulate students' interest, but also cultivate students' ability to explore actively. 2. Subjectivity of the experimental object. The new curriculum standard emphasizes the cultivation of students' innovative ability of collecting and processing information, analyzing and summarizing, and observing by hands. Through students' active exploration, discussion and independent thinking, the process of continuous self-improvement is realized, so that students are always in a positive state during the whole experiment process, thus giving full play to students' subjectivity and participation. 3. Cooperation in the experiment. The new curriculum standard advocates group cooperative learning, which is especially important for experimental teaching. Because there are differences between students in knowledge, psychology, habits and abilities, teachers should be reasonably matched in grouping, which can not only give full play to students with strong ability, but also help and exercise students with weak hands, so as to improve all students. Third, how to reflect the fairness of classroom teaching in experimental teaching. The new curriculum requires that every student get fair and reasonable education and learning opportunities, which requires us to reflect the fairness of classroom teaching in experimental teaching. ? I think we should start from the following aspects: 1, the fairness of experimental grouping. The experimental grouping should be fair and reasonable, and the heterogeneous groups in the group should be homogeneous. In other words, there are differences among individuals in each group. Strong hands-on ability and poor hands-on ability, strong expression ability and poor expression ability, boys and girls should be evenly matched. It is impossible to achieve absolute consistency between groups, but their codes should be roughly the same. This is not only beneficial to group cooperative learning, but also to students with strong ability, to help and exercise students with weak hands, to improve all students, to fair competition among groups and to teachers' evaluation of each group. 2. Fairness of experimental resources. Experimental resources are all kinds of instruments and multimedia hardware facilities needed for experiments. Each group should enjoy the same experimental resources, which is conducive to the fairness of competition among groups and the fairness of teacher evaluation. 3. Equal opportunities for experiments. The equality of experimental opportunities is mainly aimed at the differences between individuals in the group. Some students have been doing experiments because of their stronger hands-on ability, which makes other students lose the opportunity to do experiments and even cultivates students' dependence and inertia. I think teachers should give appropriate guidance to this situation, so that every student has the same experimental opportunity. For example, it can help students with strong hands-on ability to remind them, or help students with weak hands-on ability to complete the experiment. Teachers should pay attention to the participation of all members of the group in the evaluation method, not just the accuracy of the experimental results. 4. Equality of experimental expression. Expression ability is also a kind of ability that the new curriculum standard requires teachers to cultivate students. For chemical experiment teaching, we should not only cultivate students' hands-on observation ability, but also cultivate students' expression ability. The phenomena observed by students in the experiment and the results of analysis need to be accurately expressed. Students are also required to express clearly, accurately and concisely when communicating between groups. In order to get good evaluation results, some groups will let students with strong oral skills speak on behalf of the group, while other students will not have the opportunity to speak, which means they will lose the opportunity to exercise their expression skills. I think teachers should give every student ample opportunities to show themselves. For example, it can be stipulated that each group must be spoken by different people, and others can supplement it. As far as possible, let each member of each group express and communicate in turn, which truly reflects the fairness of classroom teaching. In a word, educational democracy is the core of classroom teaching equity, and experimental teaching equity is an important part of classroom teaching equity. Without fair experimental teaching, it is a failed teaching.