Educational equity is an important content and means to build a harmonious socialist society. Under the premise that the current educational system cannot be adjusted more, how to promote educational equity through balanced development of education is a problem that every educator should focus on.

The Central Committee of the Communist Party of China's Decision on Several Major Issues in Building a Harmonious Socialist Society, adopted at the Sixth Plenary Session of the 16th CPC Central Committee, pointed out that education should be given priority and education equity should be promoted. Explain the importance of educational equity in building a harmonious socialist society. Under the premise that the current educational system can't be adjusted any more, how to promote educational equity through the balanced development of education is a problem that every educator should focus on. Hailaer District, Hulunbeier City, Inner Mongolia, has made some beneficial explorations in this respect in recent years by implementing the development strategy of creating first-class education in the autonomous region.

The dual structure of urban and rural education has caused a huge gap between urban and rural education, so we must first promote the balanced development of urban and rural education.

The unfairness of education in China is reflected in the unfairness of urban and rural education to the greatest extent. Under the traditional urban-rural dual structure system, the value orientation of "city priority" of educational resources has been formed. Its outstanding performance is that urban compulsory education is borne by the state finance, and rural compulsory education is borne by farmers. The dual structure of urban and rural education has caused a huge gap between urban and rural education in terms of education popularization, investment, teachers and school conditions. At present, the average length of education of urban population has reached 13 years, while the average length of education of rural population is less than 7 years, nearly double the difference. There is also a big gap between Hailar's education development and rural and pastoral areas. Since the implementation of first-class education, we have regarded urban and rural development as "integration", adjusted the layout of primary and secondary schools, integrated educational resources and promoted the harmonious development of urban and rural education.

First, vigorously promote the adjustment of layout and promote the rational flow of educational resources. Merged 12 schools in three years. Through auction of old schools, replacement of school property rights, development of supporting facilities and special investment, the rational flow of educational resources has been promoted, and rural education has been scaled up and upgraded, laying the foundation for all-round development. The second is to increase investment in primary and secondary schools in rural pastoral areas. Since the establishment of first-class education, township 12 schools have accounted for 15 of more than 30 capital construction projects in primary and secondary schools, with a total construction area of 24,690 square meters and 45 "seven rooms and one hall" facilities, with a total investment of more than 20 million yuan, and the conditions for running schools have been comprehensively improved. The third is to strengthen the software construction of rural primary and secondary schools. In order to really narrow the education gap between urban and rural areas, we have put forward a work plan to speed up the construction of schools in agricultural and pastoral areas and establish a "joint school-running system", and 15 high-quality primary and secondary schools in urban areas and 15 township schools will be "paired" to strengthen the weak, unite the strong, make common progress and develop in a balanced way. At the same time, the development indicators of weak schools will be included in the evaluation of high-quality schools for bundled development.

With the integrated layout and overall promotion of urban and rural education, education in Hailaer District has seized the opportunity, and the whole has been improved in a few years. Farmers and herdsmen enjoy the same treatment as urban children in education, which promotes the harmonious development of urban and rural education, thus greatly improving their satisfaction with the government.

The main reason for choosing schools lies in the gap between schools, and the fundamental way to solve this problem is the balanced allocation of school resources.

Now the broad masses of the people find it difficult for children to go to school. Where is the difficulty? In essence, it is not only difficult to go to school, but also to study hard, not only to enjoy education, but also to enjoy high-quality educational resources. Only when ordinary people get good grades in exams can they send their children to high-quality high schools and high-quality universities to study and have a good job in the future. Students' academic performance and school enrollment rate have become the value orientation of public choice of schools. Which region, which high school and which junior high school have a high enrollment rate, the higher the degree of parental recognition, the better the students will be; If the enrollment rate is low, the social recognition will be low and the students will be poor. As a result, the so-called "high-quality schools" are in constant trouble, and "weak schools" are scarce. Over time, due to the limited class size, "quality schools" have to raise their fees, so there are so-called borrowing fees, school selection fees, sponsorship fees and other items, as well as "striped students", which has caused disharmony and instability. Before the establishment of first-class education in Hailar District, the phenomenon of choosing schools was also very serious, and the contradiction was very prominent. By taking a series of measures, we can effectively curb the phenomenon of school choice and promote the balanced development of inter-school education.

First, implement the "three inclinations" and strengthen the construction of weak schools. Improve the conditions for running schools, tilt the team construction to weak schools, and tilt the construction of teachers to weak schools. We will increase the support for weak schools in terms of policies, so that the so-called high-quality schools are roughly equivalent to the weak schools formed in history in terms of school conditions. In order to narrow the gap between teachers, from 2004, nearly 200 excellent teachers and middle-level cadres were sent from high-quality schools to weak schools for rotation, attachment and employment. The management level and teaching quality of weak schools have been greatly improved. The second is to run schools according to law and strengthen the management of student status. Compulsory education strictly follows the principle of "admission to the nearest school, graduation", enrolling students by graduation based on household registration and house photos, and strictly restricts students' choice of schools. Promoting the harmonious development of inter-school education through student balance.

By promoting the balance of inter-school education, and on the premise of equal development investment and development opportunities, schools in various regions make a fuss about the development of their own characteristics and brands, promote the diversified development of regional education, meet the people's demand for educational resources to the greatest extent, effectively resolve the deep-seated contradictions in education, and achieve the educational goals that the people are satisfied with.

Quality education has been called for many years, but it is still not satisfactory in reality. To change this phenomenon, all disciplines must be given equal status in the system.

Under exam-oriented education, schools attach importance to what to test, what teachers teach and what students learn. Music, physical education, fine arts and other non-entrance examination subjects have been artificially weakened or deleted by schools, teachers and even parents. Therefore, quality education has been called for many years, but there are fewer fields that can be realized or practiced. The benefits of implementing quality education are self-evident, but to really implement quality education, we must deal with the relationship between exam-oriented disciplines and non-exam-oriented disciplines.

First, attach importance to the construction of non-test subjects. We take the reform of classroom teaching mode of music, physical education and aesthetics as a breakthrough, and earnestly strengthen the construction of non-examination subjects. Physical education class implements the "buffet" classroom teaching mode of option teaching; Music class implements the classroom teaching mode of subject education; Implementing the classroom teaching mode of experiencing success in art class. Successfully mobilized the enthusiasm of teachers, stimulated students' interest in learning, and made the classroom teaching of music, physical education and aesthetic education full of vitality. According to the actual situation in the northern alpine region, the characteristics of local dances and traditional games are deeply explored, and local teaching materials such as games, sports and health are compiled and distributed. The second is to list whether all courses are offered as year-end assessment items, form an inspection team to conduct irregular inspections on all schools in the district, and severely punish schools that use two sets of curriculum schedules for perfunctory inspections to ensure that all courses are offered. The third is to strengthen the development of non-examination subjects with activities. Take various forms of cultural and sports activities as an important way to promote the construction of non-examination subjects. Fourth, promote the new curriculum reform and improve the teaching quality. Hailaer District is one of the first experimental areas of curriculum reform in the autonomous region. After several years of exploration and practice, the evaluation mechanism of the new curriculum reform was successfully implemented in 2006, breaking the tradition of enrolling students at the same time according to their grades and scores. Scores are no longer the only way to evaluate further education. Implementing the project-driven strategy, taking the topic of "Research on Countermeasures and Methods to Improve Classroom Teaching Efficiency" initiated by the Autonomous Region Education Research Institute as the general topic, taking regional schools as the base, teaching and research groups as the unit, and relying on the classroom to carry out targeted research, and achieved remarkable results. The scores of the senior high school entrance examination and college entrance examination in Hailar District have hit record highs.

Hailaer District attaches great importance to the balanced development of subject education, so that the implementation of quality education no longer stays on the surface of discussion and research, but enters the connotation development of comprehensive practice, so that quality education is fully spread and solidly promoted, and all-round high-quality talents are truly implemented.

The demand for talents in social development is multi-category and multi-level. The development of education in a region should not favor one over the other, but should make education at all levels go hand in hand.

The demand for talents in social development is multi-level, which requires not only a group of high-level, sophisticated and sharp elites, but also a large number of middle and primary skilled talents. More importantly, it requires hundreds of millions of educated, skilled and practical workers and builders, which requires us to "drop talents without sticking to one pattern". The harmonious development of all kinds of education at all levels in a region can promote the harmony of education to the maximum extent. First-class education in Hailar District has always adhered to the coordinated development of preschool education, compulsory education, ordinary high school education, vocational high school education and teacher education.

First, develop and standardize early childhood education. Guided by public kindergartens and ethnic kindergartens in Hailar District, we will promote public-run private enterprises and promote diversified development. The three-year preschool enrollment rate in Hailar District increased from 26.7% in 2002 to 96% in 2006, and preschool education was basically popularized. The second is to expand the scale of high school education. First-class education was established. The number of ordinary high schools increased from 1 to 4, the number of students in ordinary high schools increased from 2,749 in 2002 to 9,835, and the enrollment rate of junior high school graduates reached 99.2%, thus popularizing high school education. The third is to speed up the development of vocational education. Hailaer District has successively merged five schools with similar functions into the first vocational school, and boldly reformed vocational education with the guidance of market and employment, so that the overall level of vocational education in Hailaer District has doubled in three years and its overall competitiveness has been greatly enhanced. From June 5, 2005 to 10, Hailar No.1 Vocational School was designated as "National Key Secondary Vocational School" by the Ministry of Education. Fourth, teacher education has risen rapidly. In just three years, more than 5 million yuan was invested to build a district teacher training school, which solved the problems of teaching buildings and modern educational equipment. At present, the teacher education institution in Hailar District has become a regional teaching resource center covering five flag cities and a cradle for teachers' growth. In 2006, Hailaer District Teacher Training School was rated as "National Model Teacher Training School" by the Ministry of Education, and it is the only school in the whole autonomous region that won this honor. Fifth, actively build a moral education network for minors in the trinity of school, family and society. Strengthen the horizontal connection between education administrative departments, schools, parents' schools and working committees, start the pilot work of family education modernization in Hailar District, and open the "Family Education Network".

Through the input and regulation of the government and education authorities, education in Hailaer District has realized the comprehensive, balanced, coordinated and sustainable development of urban and rural education, inter-school education, subject education and all kinds of education at all levels, basically meeting the people's needs for all kinds of education at all levels, providing good educational resources for the people, embodying educational equity, and improving people's satisfaction with education, effectively promoting social harmony.