Third, the institutional factors of educational inequality in China At present, the inequality of China's educational system is profoundly and widely affecting people's study, life and work. In order to completely eliminate inequality and give people a fair education, we must analyze the reasons behind this phenomenon. Educational inequality is caused by regional economic differences, educational resource allocation differences, class differences and other factors. In the final analysis, the educational inequality in China is caused by unfair systems, such as the key school system, the distribution system of educational resources, and the examination and selection system. In addition, the unfairness of China's education system includes broader and deeper contents, which will not be discussed in this article. (1) Key School System The remarkable feature of the key school system in China's basic education is that a few schools have been established as important educational bases for the country's key development and training of top students, and the state has given key guarantees in many aspects such as funding investment, teacher development and enrollment. Key schools have more advantages in obtaining power and resources and are supported by the government. At the beginning of the key school system design, the purpose was to train high-end talents for the country quickly, which was rationalized under the background of emphasizing reform, opening up and economic development. The establishment of key schools at different levels in the key school system has aggravated the imbalance of internal resource allocation in the field of basic education, leading to the widening gap between schools in the region. Public finance and education policies have promoted the construction of key schools and systematically created school grades, resulting in a large number of "poor schools" with weak foundations. This has led to the division of schools, the development of students, the division of students' identity, and what's more, it has caused the unique phenomenon of huge fees for choosing schools in public education in China. This educational system, which divides schools and students into different grades and selects a few "top students", forms a basic education system characterized by elitism, forms a competitive education structure that competes with key schools and key classes, and also leads to the school education goal of selecting top students based on "exam-oriented education". (II) Distribution system of educational resources In the national public education system, the government concentrates superior resources to support a few schools and ignores most non-key schools (weak schools in rural areas), and implements school stratification through national policies and education system, resulting in hierarchical school education system, which is unfair. Because this hierarchical system strengthens the possession of limited educational resources by some schools, classes and students, most students are enrolled in schools with weak educational resources, and basic education has become a "material selection factory". Most people are deprived of educational resources, educational opportunities and educational rights and interests, which has hit their personality and self-esteem, seriously affected their development prospects and life prospects, and devalued their willingness and ability to participate in social cooperation. Therefore, in the design of education system, the state should not judge which kind of students have higher social value, so as to give them resources; It is impossible to judge which type of education is more valuable and worth investing. Because such a system design will lead to unfairness in education and society, and will bring greater damage to the development of society. (3) Examination selection system The examination system is the most important part of the education system. Among all kinds of exams, the college entrance examination is particularly important and prominent. However, the college entrance examination system also leads to educational inequality, mainly in three aspects. The first is the college entrance examination plus points system. From the original intention, the bonus policy is to encourage students with special talents to stand out. But the system itself is unfair to those students with poor economic conditions and lack of educational resources. In addition, in practice, this policy has also been used by some interest groups. For example, 19 of the students in a city are 13 "children of powerful families", and the unfairness is even more serious at this time. Second, the college entrance examination is linked to the household registration. The national unified examination paper, unified grading, and the enrollment quota and admission scores of each province are different. The same result, because of different household registration, one can enter Peking University, and one can only enter two books. In order to choose a prestigious school, the phenomenon of "college entrance examination immigrants" emerges one after another, and the unfairness behind it is obviously the culprit. Third, the college entrance examination recommends taking the system. On the one hand, there is almost no doubt that the recommended students can enter the university, while most students who are not recommended may lose the opportunity to enter the university because of a mistake in the college entrance examination; On the other hand, due to power and other factors, the students who are recommended to leave are not necessarily the students with the best grades, and even their grades are biased, which brings unfair treatment to the students with good grades. Four. The basic idea of eliminating educational inequality in China. An unfair education system is not conducive to citizens' equal access to public education and improvement of their quality, and is not conducive to the improvement of social equity and the realization of educational equity. Ignoring social justice and educational justice will bring more serious consequences to educational reform, increase the moral crisis of education itself and cause the crisis of social trust in public education. Educational equity is the right and development state that a certain society gives all members of society to freely and equally choose and share public educational resources, and it is the extension and embodiment of the value of social equity in the field of education. Realizing educational equity is conducive to improving the overall quality of the people and the sustained and harmonious development of social economy, thus providing a material basis for building a harmonious society; It is conducive to enhancing citizens' awareness of democracy and the rule of law; Conducive to narrowing the gap between the rich and the poor and promoting social fairness and justice; It is conducive to the normal flow of all social strata and ensures the harmonious development of interpersonal and class-to-class relations. The basic idea of eliminating educational inequality in China is to reform the unfair education system. (1) Follow the principle of equality of educational rights, 1, and nine-year compulsory education is completely equal. In China, nine-year compulsory education is defined as the minimum and lowest education necessary for human survival and development, and receiving basic education is the right of every member of society. On the one hand, every school-age child can receive compulsory education, that is, go to school; On the other hand, it means that the educational conditions of nine-year compulsory education are equal, including the configuration of educational hardware facilities, such as classrooms, experimental facilities, teaching tools, books and materials, and educational software, such as the quality level of teachers, which must meet certain standards. 2. The principle of equal proportion of non-basic education rights. Achieve equal educational opportunities after compulsory education. Because everyone has different innate conditions, talents and needs, the principle of proportional distribution not only distributes limited educational resources fairly, but also promotes personal development and social development, reflecting educational efficiency. 3. The principle of compensation for educational interests. In view of the existing educational gap and social system in China, it is an important principle to adjust and compensate the educational rights of the disadvantaged groups formed in the process of educational development, so that the disadvantaged groups can generally benefit from education, thus creating conditions for the ultimate realization of real educational equity. (2) Increase financial resources and rationally allocate educational resources. China implements the strategy of rejuvenating the country through science and education, and puts education in an important position in economic and social development. However, the growth rate of education funds in China is obviously lower than that of fiscal revenue. Moreover, in such a limited distribution of educational resources, there is obvious inequality. Therefore, we must increase financial support for education, especially the financial transfer payment for compulsory education and special education for vulnerable groups and the financial transfer payment for conventional special education. The state should follow the principle of fairness, make overall plans and rationally allocate educational resources. (3) Adjust the educational evaluation system to promote educational equity. The long-term implementation of elite education in China has led to the classification of schools and students, and the simple pursuit of test scores and enrollment rate. Under the current socialist market economy in our country, this kind of education mode can no longer meet the requirements of comprehensively improving the comprehensive quality of the people. We urgently need to change the education evaluation system with elite education as its main purpose into an evaluation system with quality education as its main purpose. Under the impetus of the new evaluation system, teachers should change their educational concepts, improve their educational behavior and treat every student fairly.