论教育学意义的教育公平

On the Pedagogy Nature of Education Equity

当下对教育公平的研究,大多依据社会公平理论从外部对教育公平问题进行探讨,而忽视了从教育活动的具体过程出发从内部考察教育的公平问题,从而使教育公平失去了本真的教育学性格。本文从教育学的立场出发认为,教育公平的本质在于促进人的发展,主要体现为课程、教学与评价问题。为此,应该提倡参与式的课程开发与实施模式、对待公平的教学交往和理解性的评价取向。

Presently the research on education equity is mostly from the exterior according to the theory of social equity, neglecting to check it from the interior according the concert process of educational activities, thus the education equity lost its pedagogy nature. From the standpoint of pedagogy, the essence of education equity is to promote the development of people, which is mainly reflected on the issues of curriculum, teaching and evaluation. Therefore, we should advocate the participatory model of curriculum development and implement, establish the fair teaching companionship and adapt the understanding-oriented evaluation.