从教育机会公平转向学习机会公平:对分课堂对促进大学课堂学习公平的作用

From education opportunity fairness to learning opportunity fairness:on the effect of PAD Class in promoting equity in university classroom learning

新时代的教育公平有新特点,集中表现为开始从注重教育机会公平转向学习机会公平。以对分课堂教学新范式为依托,分别对其教师精讲留白、学生独学内化、小组讨论、答疑对话四个环节如何促进大学课堂学习机会公平进行探究,能为新时代教育公平的实现走向纵深提供强有力的抓手和全新的视角。对分课堂教学时间与权力对半分割的核心理念为学生学习机会公平提供了价值前提;对分课堂不主张预习及其精讲环节去个性化,对学生一视同仁,实现了课堂学习机会起点的公平;独学内化环节充分尊重学生个性,有可作为量力而学之依托的支架“亮考帮”作业,能使学习基础差的学生也不会沦为课堂看客,确保了学习过程的公平;对分课堂提倡的两级定性评价方式,鼓励每个学生自我超越,确保了学习结果指向的公平。

Education fairness has new characteristics in new era,with its focus changing from the fairness of education opportunities to that of learning opportunities.Taking the new paradigm of PAD Class as the subject,this paper explores how to promote fairness of learning opportunities in college classroom from the perspectives of lecturers'presentation,self-learning of students,team discussion and Q&A secession,and helps provide effective means of and new points of view on the realization education fairness in the new era.The PAD Class's core concept of splitting the time and power hale-and-half provides the value premise of fair learning opportunities for students;it neither advocates pre-study and nor promotes deindividualization of the lecture sessions,and treats students equally,which ensures the equity of the starting point of learning opportunities in the classroom;the self-study session fully respects students'individuality,and makes students to know what they have mastered,what they have been tested and what they haven't mastered.In doing this,even those with worse performance can be more than just a spectator in the classroom.The PAD Class also advocates twolevel qualitative assessment method and encourages every student to surpass himself or herself,which ensures the fairness of learning results.