Teachers are practitioners of educational equity.
Chairman of Qiao City Education Union
Education is the foundation of people's livelihood and concerns the vital interests of the people. Educational equity is the starting point and cornerstone of realizing social equity, the objective requirement and inevitable embodiment of the superiority of the socialist system, and the goal and task of educational reform and development in the new period. In recent years, we have deepened the reform of education and teaching, strengthened the construction of professional ethics, standardized school-running behavior, scientifically and fairly allocated educational resources, and constantly met the growing educational needs and aspirations of the people, doing a lot of work to run a satisfactory education for the people and promote educational equity: after completely exempting rural compulsory education students from tuition and miscellaneous fees and textbook operation fees, this year we exempted urban compulsory education students from tuition and miscellaneous fees; Has invested17.6 million yuan to 18 rural boarding schools for "three constructions and two reforms" to comprehensively improve the learning and living environment of rural students; Vigorously implement the action of urban teachers assisting rural education, encourage urban teachers to actively teach in remote rural schools, and require urban schools to support rural schools; Subsidize the living expenses of poor boarders in rural compulsory education, provide grants and public welfare funds for poor secondary vocational school students and high school students, and provide credit student loans for poor college students. ...
Of course, maintaining and realizing educational equity mainly depends on our teachers, who are the practitioners and implementers of educational equity. This requires our teachers to treat every student equally in the actual education and teaching, and to face all students and their all-round development. When taking care of the "big" situation, students should not be divided on the basis of family background, intelligence level and close relationship. At the same time, we should also pay attention to students' individual differences, respect students' personal dignity, teach students in accordance with their aptitude, combine leniency with severity, let go of ideological burdens when taking care of "small" bureaus, and provide educational resources suitable for each individual's personality development as much as possible. That is to say, "cultivating excellent students" is a kind of educational fairness, and "making up the difference" is a kind of educational fairness, because adopting some special educational methods for disadvantaged students and appropriately tilting their educational enthusiasm and intensity will not only help narrow the gap between the rich and the poor, but also reflect the concern of society for disadvantaged groups, so that these students have positive attitudes such as self-confidence, self-love and self-esteem, which will have a positive impact on the correct establishment of their outlook on life and values. Therefore, from the perspective of educational equity, the significance of caring for underachievers is greater than favoring top students. Only in this way can all students enjoy the joy of natural growth and the spiritual life of "birds and flowers, water and flowers", which is also the ideal realm and concrete embodiment of educational fairness.
Second, the teacher said:
Actively transform underachievers
Zhang Xiufang Wudu primary school
Teachers' professional conscience and ethics require us to treat every student equally, regardless of thickness, especially in the transformation of underachievers, which is a direct manifestation of educational fairness and excellent teachers' personality. Similarly, underachievers are more eager for the care of teachers, the recognition of classmates and the same education. Therefore, as a teacher, a concrete manifestation of maintaining and realizing educational equity is to actively transform underachievers.
One is to warm underachievers with love. Due to various reasons, underachievers often have doubts and opposition to teachers, and they are always on guard against teachers. Only by eliminating the emotional barriers between teachers and students can students' closed hearts be opened to teachers. To do this, teachers should give them more warmth and care, melt the hard ice in their hearts with teacher's love, ignite the spark of self-esteem and enterprising in their hearts, and guide them to make progress step by step.
The second is to use the collective to help underachievers. We should give full play to the collective role of the class and guide the students around us to help the underachievers. As classmates, they have more * * * common language with underachievers, and have more opportunities to contact with them at ordinary times, so their views are more easily understood and accepted by underachievers. Therefore, they and the underachievers help each other, work together, unite and cooperate, and often get twice the result with half the effort in transforming the underachievers.
The third is to change the underachievers with expectations. Rosenthal, an American psychologist, discovered an interesting psychological law: expectations of others have a subtle power to secretly attract and push the expected to develop in the expected direction. Similarly, teachers can also have positive expectations for underachievers, and convey this implicit expectation to them through various attitudes, expressions and actions, intentionally or unintentionally. When students get the expected information, it may have an encouraging effect, thus developing in the direction expected by teachers.
The ordinary class calls for fairness.
Wang Zhongxue
The so-called ordinary class is a class compiled by students who have been screened out by layers of exams. Education is for all students and pays attention to fairness, but once ordinary classes are set up, the advantages and disadvantages are clear, the outcome is obvious, and fairness is lost!
The first is the teacher. Teachers in ordinary classes have grievances in their hearts, coupled with poor students' foundation and poor style of study, teaching is naturally boring. As the saying goes, "what you pay may not be rewarded." As a result, the teaching of ordinary classes has become muddled and perfunctory. As for the results, the focus of the leaders-experimental classes and the like will naturally compete. Once this view is formed, teachers in ordinary classes become maintenance principals. As long as nothing happens in the class, it will be "hello, I am good, hello everyone".
Followed by students. Feet are short and inches long, not to mention students who are growing and developing. Now they are rigidly divided into three, six and nine grades, and education is greatly unfair! Students in ordinary classes have lost a lot of thoughts from the beginning, their inferiority complex has increased sharply, and their self-confidence has dropped to zero. They always feel that they are poor students, and no matter how hard they try, they can't get into high school, let alone key high schools! The way out is either to go to vocational school or to enter the society. So everyone began to attend class absent-minded and careless. Sleeping, listening to songs, reading novels ... a large piece, a large piece, full; Being late, leaving early, skipping classes and skipping classes are even more common. I'll take care of it when it's time for the exam. As for the score, I will be completely numb. What a word "mixed"!
It can be seen that once regular classes are established, educational equity will be lost! Although there are more people who are heavy, they lose more. We must know that students in ordinary classes account for an absolute majority, and there will be more ordinary people to build in the future society. In the long run, how can the overall quality of the people be improved? How to highlight educational equity? Therefore, education calls for fairness, and ordinary classes call for educational fairness!
Key classes are not easy either.
Taihe high school Li Mingfa
The purpose of running key classes in schools is to concentrate manpower, material resources and financial resources to produce more "top students" to improve the efficiency and reputation of running schools, but in fact, it is not easy for teachers, students and principals of key classes.
First, the headmaster suffered. As a school principal, I know in my heart that all students should have a fair chance to receive education. However, at present, the only criterion to measure a school's performance is the number of students entering key schools. The society evaluates the school by this, and the government rewards the school and teachers by this, so it controls the school like an invisible hand, forcing the principal to gather all outstanding students together, organize them into key classes, and do everything possible to improve their grades.
The second is the bitter teacher. Being a teacher in a key class seems to be "nothing glorious", but it is treading on thin ice in front of the entrance examination index. Leadership pressure, parents check, all-weather care, for fear of carelessness; Tests, exercises, and high-density classes make people breathless. Achieving the goal is a relief, and failing to meet the standard is a waste of all our efforts, which is really exhausting and miserable.
Third, students have suffered. Although the students assigned to the key classes are all honored, they are not happy. They often expect too much from schools, teachers and parents, resulting in an invisible psychological pressure and easy to form an anxiety. I have more than ten classes every day. After dinner, I plunge into the sea of books, Shan Ye. "Flowers" are bound by scores too early, losing spirituality and creativity, and easily forming high scores and low abilities.
Let the teachers flow.
Wulidun primary school Xia
Over the years, the government has insisted on "key investment" in key schools, making their hardware construction advanced, teachers strong and teaching benefits obvious; Non-key schools and weak schools are poorly paid, and they can't keep people and they are overstaffed. The educational effect can be imagined naturally. Nowadays, a couple has one child, and many people would rather crush their heads than find a relationship to spend money on a good school. In order to join a famous teacher, key schools are allowed to further improve teachers' treatment and teaching conditions through a large number of borrowing fees, resulting in the stronger the strong, the weaker the weak, and the education is seriously unfair.
To change this situation, I think teachers can be mobilized in a targeted, planned and purposeful way to promote the balanced development of teachers. For example, in the compulsory education stage, the boundaries between primary schools, junior high schools and junior high schools are broken by taking district or sub-district offices as units, and all teachers move and go wherever they need to go. The scarce full-time teachers of English, science, music, physical education and fine arts are more mobile and can teach in two or more schools at the same time. Famous teachers should play their role in the flow, flow to a place, and promote a teacher's professional development. Teachers in weak schools can move to better schools under favorable teaching and research conditions to improve their teaching ability and teaching and research level, while teachers' salaries and allowances are relatively uniform, so that teachers can basically develop in a balanced way and greatly promote educational equity.
Third, the students said:
Don't rank your seats.
Wang Juanyi, Class 1, Ezhou Senior High School (10)
Now many schools are "popular" with such a rule: after each exam, the seats are sorted according to the grades from good to bad. The teacher also plausibly believes that this is a democratic method. In fact, this practice is very unfair. Students with good grades choose good seats, which is more conducive to class; Students with poor grades can only pick the seats left by others, which may be beyond the attention of teachers. The harder it is to learn, the worse their grades may be. Over time, it will become a vicious circle. Therefore, this behavior of arranging seats according to grades is extremely irresponsible and unfair in education.
But this unfair behavior seems to make sense, because schools need a group of "high-scoring talents" to improve their popularity, and teachers need high-scoring students to win their reputation. A student who can get high marks is as attractive as "a diamond lasts forever, and a diamond lasts forever", but students with learning difficulties dare not avoid it. No wonder schools and teachers regard gifted students as treasures and poor students as grass.
As we all know, the ultimate goal of the school is to make every student get a good education, so as to realize the prosperity of the country. People often compare teachers to gardeners, but an excellent gardener should make the whole garden full of vitality, instead of growing a few so-called delicate flowers on a scorched earth. Similarly, breaking the behavior of "ranking seats according to grades" is actually that our teachers are respecting every student's right to education, following the laws of education and maintaining educational fairness. Therefore, I think schools and teachers should re-examine themselves, correctly understand the true meaning of school existence and their professional mission, and maintain and realize educational equity in essence.
Four, parents say:
It is forbidden to divide classes according to relationships.
Lu Youwen Chen Lu (Luwan Primary School)
In recent years, some schools have quietly developed a special form of class placement-according to "relationship". In other words, the school intends to assign all the children of related households to the same class, arrange the most powerful teachers to teach and allocate the most advanced teaching resources. In this regard, the school also has difficulties: the development of the school can not be separated from the support of all sectors of society, especially the relevant functional departments. In order to give consideration to the interests of the school, we can only reciprocate the favor and ensure that the children of these related families enjoy a high-quality teaching environment in the placement.
However, after all, only a few parents are related by blood, and the majority are unrelated parents. These parents also hope that their children can make a fortune and enjoy high-quality educational resources, which is not important, but the shortage of high-quality resources in schools has discouraged them. Similarly, the "relational" class placement in schools is short-sighted and complacent, because schools always consider the so-called interests of a few students and parents, fail to create a fair and reasonable educational atmosphere, and eventually lose more support and damage their image among the people. In the end, the loss will outweigh the gain.
Although it is somewhat helpless to divide classes according to "relationship", it deprives most students of the right to receive fair education, which violates the purpose of education and encourages unhealthy trends in society. Therefore, in order to ensure that every student enjoys the same educational rights and maintain and realize educational equity, it is necessary to strictly prohibit this behavior of dividing according to "relationship", block the breeding channels of educational corruption, and establish and improve a reasonable, fair and just division system.
Computer distribution is not desirable.
Shao Xinshu (Liangxinwu Primary School)
Since the country canceled the "junior high school entrance examination" and implemented computer allocation, students' "Excellence" is no longer an advantage in choosing a school. There are three ways to get into a good middle school: one is to rely on relationships, the other is to pay money, and the third is to have various special certificates, but it depends on whether the school recognizes them. Therefore, when the school starts every autumn, many parents rush about for their children's school choice, hoping to send their children to key schools without participating in computer allocation through relationships; Even if you are sent to an ordinary school, you will try your best to transfer and borrow from famous schools and key schools. Although it costs thousands or even tens of thousands of yuan to choose a school, parents are still flocking to it.
In this way, students choose key schools through money and rights, which greatly infringes on educational equity. In this respect, I think it is relatively fair to choose through the exam. When there is a lack of high-quality educational resources in the jurisdiction or the high-quality educational resources in the jurisdiction can't meet the needs of students in the jurisdiction to enter the school nearby, computer allocation can't limit the people who have the right and money at all, but it teaches children the opposite lesson of life education: you can't dominate yourself. Therefore, it is relatively fair and motivated to enter the school according to the test results on the premise of insisting on entering the school nearby.
It is true that the allocation of scarce educational resources according to test scores, despite many shortcomings, at least includes personal efforts. At present, the original intention of the education department to implement the "computer allocation" policy is good, in order to ensure the fairness of education. However, due to the uneven level of education, the fairness of education cannot be guaranteed by lottery and computer allocation alone. The difference in teaching quality leads to different enrollment rates, which makes parents and students struggle to squeeze into prestigious schools. Therefore, to achieve educational equity, we must balance educational resources and gradually eliminate the phenomenon of choosing schools. Of course, there is still a long way to go. At present, computer allocation should be abolished, and students' choice of school should be determined by examination results.
Five, the community said:
Cities should feed back the countryside.
Phoenix Street Office wishes Guiping Xiong Pengzhi.
At present, due to the unreasonable allocation of educational resources, urban educational resources are relatively rich, while rural educational infrastructure is poor and teachers are relatively weak. With people's increasing attention to knowledge and education, a large number of rural parents are scrambling to send their children to cities for education, which leads to the situation that "one school is hard to find", which leads to the phenomenon that schooling is difficult and expensive, and also makes many parents call for education equity in unison. To solve this problem, I think we should vigorously implement the policy of "the city feeds back the countryside", increase investment in rural education and improve the rural teachers.
First of all, we should plan scientifically and step by step, tilt the rich educational resources of the city to the countryside, invest urban education funds in the countryside in a planned and purposeful way, improve the conditions and environment for running schools in rural areas, and let rural children enjoy the same educational resources as urban children and enjoy full educational equity.
Secondly, we should strengthen training and improve the rural teachers in an all-round way. We often hear the saying that a great scholar is not a building, but a master! In other words, to solve the problem of unfair education in urban and rural areas, we should also pay attention to the construction of rural teachers. At present, most excellent teachers and academic leaders are concentrated in cities, which makes rural children lose to urban children at the starting point of receiving education. In this regard, while strengthening urban teachers' teaching in rural areas and urban rural teachers' training, we should also actively guide and encourage university graduates to teach in rural areas, strengthen the strength of rural teachers, especially for remote schools and weak subjects, such as English and computer, and introduce relevant policies to solve their worries, so that they can "get in, stay and teach well", thus improving the quality of rural education and promoting the balanced development of urban and rural education from the source.
Pay attention to the children of migrant workers
Zhangshi water conservancy bureau
Migrant workers are doing the hardest and even most dangerous jobs that city people don't want to do, and they have made great contributions to our urbanization with low wages. Their simplest wish is to let their children get better learning and development opportunities through the improvement of family conditions. However, due to the pressure of life, I go out early and return late, and my salary is low. They rent a simple and noisy house and have no time to take care of their children's living environment and learning environment, so that children can drift with the flow and be free.
Because of this, the children of migrant workers also add a great burden to the education and management of teachers. If our teachers are indifferent and unfair to them again, it will easily lead to their psychological deviation, personality change, conflict and weariness, or even simply play truant and wander the streets, and a group of "second-class citizens" who grew up in discrimination and exclusion will appear. Therefore, the responsibility and mission of education makes it impossible for schools to reject these children who should have the same blue sky as urban students. First of all, schools and teachers should be open, inclusive and receptive, treat them equally and treat them equally, so that they can integrate into the school education group and enjoy high-quality educational resources. Secondly, in the actual education and teaching, give full play to the excellent qualities of simplicity, diligence and hardship of migrant workers' children, actively guide, create conditions, establish self-confidence, foster strengths and avoid weaknesses, let them experience the fun of learning and the joy of success, feel the love of teachers and the true feelings of classmates in their hearts, raise their heads, stand up and grow up healthily and harmoniously.
Six, experts say:
The government is the first responsible person.
Zhou Hongyu, Professor and Doctoral Supervisor, School of Education, Huazhong Normal University
Educational equity means that every member of society is treated fairly and equally when enjoying public educational resources. Education equity includes education opportunity equity, education process equity and education quality equity. The fairness of educational opportunities and educational processes is relatively easy to achieve, but the fairness of educational quality, that is, allowing everyone to receive a higher quality education, is not easy to achieve. To achieve this, my view is that the government should establish the consciousness of "the first responsible person". Compulsory education is a pure public product, and non-compulsory education (especially higher education) is a semi-public product or quasi-public product, which should be completely provided by the government (such as the former) or mostly provided by the government (such as the latter). Although the beneficiaries of education as a public product are mainly individuals, it is directly related to the quality of the nation and the destiny of the country, and to the construction of a harmonious society. Therefore, the government is the "first responsible person" to provide education as a public product and realize educational equity. Increase investment in education. Education investment is the basis of realizing education equity. Without a large investment in education, it is impossible to achieve educational equity. China's investment in education has been seriously inadequate. The proportion of national fiscal education expenditure to GDP is very low. Although the Outline of Education Reform and Development in China promulgated by our government in 1993 clearly stipulates that by the end of the 20th century, the proportion of national fiscal education expenditure to GDP will reach 4%, but it did not reach 3.28% until 2003. At present, the central government should make great determination to ensure that the national fiscal education expenditure accounts for 4% of GDP during the term of this government, and strive to approach 4.5% around 20 10. At the same time, local governments at all levels should strictly follow the requirements of Article 55 of China's Education Law, and the investment in education should achieve "three growth", that is, the growth of financial education funds of governments at all levels is higher than the growth of recurrent income at the corresponding level, the per capita education funds of students in school are gradually increasing, and the teachers' salaries and the per capita public funds of students are gradually increasing. The National People's Congress should strengthen the legal supervision of the government at the same level to implement the "three growth" of education funds to ensure the realization of education equity.