An Empirical Study Of Classroom Resource Allocation In Compulsory Education

The classroom is the last field to realize educational equity. Through the change of the"status", teaching resources carry out the transformation of property, which happen from a public character or quasi-public character to students'private culture capital. In this process, the amount of the teachers'allocation resources directly affects the benefits of each educated individual. From this sense, the allocation of teaching resources in classroom is not only the final field to extend educational equity, but also the crucial field to achieve it.Behind the allocation of teaching resources in classroom, it reflects the game of the benefits among different individuals. Teachers are the main body in this allocation process. National power's releases make teachers act as the role of resource owners and play a dominant role in the distribution of resources. This role requires teachers to have to do something and have not to do another thing. In order to offer equal development opportunity for children and realize the equal allocation of teaching resources, it also need shift the emphasis of the resources distribution from strong group to weak group, from weak group to weakness compensation.This passage observes this line"posing-problems - analyzing problems–solving problems", focuses the current situation of the teaching resources, and discusses in detail from the a good many of factors that influence classroom teaching resources to probe into the construction path of distributing resources more evenly. The contents of the passages of the main part are as follows:The first part: preface. This part mainly covers the problem-posing on research, introduces the existing research results and Logical Thinking and Methods of the research and offer theory background and research frame for latter study.The second part: a brief overview of classroom teaching resources problems. This part inquiries into the basic problems the relevant concepts involved in the classroom teaching resources, concludes the characters of the classroom teaching resources, regulates the principles of resources distribution to find an ideal path to equal value pursuits of the classroom teaching resources.The third part: Investigation into the current situation and results of distribution problems of classroom teaching resources. An experiment of the representative resource form classroom teaching resources has been made in this part .Through many methods such as Questionnaire method,classroom observation,Interview, this part reflects and analyses the existing problems Ubiquitously and offers detailed materials.The fourth part: the factors analysis .The first step to solve the question is to seek the factors through the appearance. These factors are teaching utilitarianism,inefficient Resource Allocation,match differences between subjective and objective conditions,allocation system with power distribution as the dominant factor.The fifth part: the education pursuit of the Law as It ought to be of classroom teaching resources allocation. Educational equity not only exists within education system in the form of theory discourse making itself Utopia of the education field, but also manifests the truth in form of practice. Classroom offer the front for the realization of education equity. Firstly, classroom teaching regulars the value orientation of resources allocation. The study aims to pursue means rational, and value rational making both perfect; teachers'development ability and enhancing optimizing the distribution of resources are material guarantee for equal allocation. The promotion of teachers'professional knowledge and abilities and construction of professional ethics offer professional ethics for equal allocation of classroom teaching resources. The construction of Classroom democratization and the establishment of rational Rules of Procedures offer practical operation path for equal allocation.