The Study Of Educational Equity During The Educational Process In Kindergarten

Human beings yearn for the equity down the ages. With the development of politics, economy and society in China, as well as the renewal of human beings' thoughts, social equity has become a true problem which attracts the attention of society and people instead of a debating topic at the round-table conference of politics and in the study of scholars. Educational equity is the outreach of social equity in educational field, which also embodies the concept of value about equity. Education is the great tool for the realization of the equality of men and social equity because education plays an important role in strikingly bettering the survival of human beings, together with promoting the quality of population and the sustainable development of national economy and the whole society. Educational equity not only means the equal opportunity of receiving education, but also includes the equity during the whole educational process. Every child should receive high-quality education in the educational process.The present research adopts the approach of integrated sampling and grabs randomly three classes from three kindergartens. Taken the teachers and children of these three classes as the subjects, the researcher analyzes and probes into the educational equity of preschool education in kindergarten. Observation and interview are employed in this study.This thesis consists of four parts. The research background and the definition of equity and educational equity as well as the related research situation are introduced in the first part. The second part describes the unfair phenomenon in the pre-school educational process from six aspects: the arrangement of seats in the playroom of kindergarten; questions-raising in teaching activity; mutual promotion; knowledge distribution; informal evaluation; common practice; and the emotion and attitude of the teachers. The reasons for such phenomenon are analyzed objectively and subjectively in third part, that is to say, the scale of class and the traditional mode of classroom teaching. In addition, other indispensable factors are the deviation of educational thoughts and concepts; low educational skills; less legal consciousness and the vocation tiredness of few teachers. The fourth part put forward some suggestions and strategies to the above-mentioned reasons. They are just as follows: (1) To shrink the scale of class, thus to have a reasonable proportion of teachers and children; (2) To change the traditional teaching mode and attempt the combination of collective educational activity and areal activity; (3) To strengthen the management of kindergarten so as to ensure the equity in preschool education.(4) In terms of the teachers, they should change their educational concepts and strengthen the moral training in order to improve their quality; (5)The teachers should have an adequate position-setting and develop an democratic and equitable atmosphere in educational process. Therefore a kind of harmonious teacher-children relationship could be established; (6) To strongly approve the legal construction in preschool education. The teachers should consistently raise their legal awareness and broaden their legal knowledge to guarantee the realization of educational equity of preschool education in kindergarten.