新时代课堂教学中的教育公平:应有之义、问题及对策

Educational Fairness in Classroom Teaching in the New Era: What Should Be Done, Problems and Countermeasures

教育公平是我国的基本教育政策。课堂作为落实教育公平政策的一线阵地,其中教师的作用不容忽视。新时代我国教育公平追求有质量的教育公平。在“有质量的教育公平”这一宏观尺度之下的微观尺度要求课堂教学中教育公平应该考虑学生的主观感受。在教育公平的新度量尺度之下,课堂教学中教育公平应有之义包括了平等的学习身份、公平的教学资源利用和公平的学业评价。但课堂中仍存在着课堂主体之间拥有不平等的学习身份、教学资源利用存在不公平的倾斜和学生学业评价方式成为公平的制约因素等问题。本文分别从树立教育公平观念、打破不平等的课堂社会结构、公平分配课堂资源以及建立科学的学生学业评价体系等四个方面提出对策。

Educational equity is the basic educational policy of China, and China has been committed to promoting educational equity. As the front line of implementing the educational equity policy, the realization of educational equity in classroom teaching is very important, in which the role of teachers can not be ignored. In the new era, our educational equity pursues quality educational equity, which is the historical requirement of the new social principal contradiction and the in-evitable trend of international educational development. The micro-scale under the macro-scale of “quality education equity” requires that students’ subjective feelings should be taken into ac-count in classroom teaching. Under the new measure of educational equity, the meaning of educational equity in classroom teaching includes equal learning identity, fair use of teaching resources and fair academic evaluation. However, there are still some problems in the classroom, such as the unequal learning status among the subjects, the unfair inclination in the use of teaching resources, and the unfair restriction of students’ evaluation. This paper puts forward countermeasures from four aspects: setting up the concept of educational equity, breaking the unequal social structure of the classroom, equitably distributing the classroom resources and establishing a scientific evaluation system for students’ study, in order to solve the problem of educational equity in classroom teaching.