Research On Educational Equity And Countermeasures In Class Management Of Senior High School

Justice is the eternal pursuit of mankind. Education equity, which reflects the value of equity in the education field, is the foundation of social justice. At present, the unfairness has existed in the class management of senior high schools, where learning management is mainly used. For example, students with good scores receive much attention than the poor ones. As a result, the former obtain a large amount of development space while the latter become neglected or discriminated. This kind of unfairness has a serious impact on the development of students. My study is based on the education equity problems of class management in senior high schools. Trying to use the investigation and study method, I analyze the education equity in class management of senior high schools, and aim to find out some strategies to realize the education equity of class management.Education equity in class management belongs to the equity of educational process, which is the micro level of students’ development. It is vital to make the class management equal, because it is closely related to the development of hundreds of millions of students and related to the development of every students’ potential, which makes contributions to the education quality. Based on the review of the documents on education equity, I explain the related core concepts concerning education equity problems in class management. I put forward five fair ideas on the basis of the Dworkin’s Theory of Equality of Resources and the Multiple Intelligence Theory, that is, making each student develop in the class management is the objective of achieving education equity; fair distribution of resources is the important content; students’fair chance of managing the class is the basis; equitable establishment and implementation of class rules is a fair protection; the principle of compensation is a necessary complement.Using49classes and49head teachers of L senior high school in N city as its object, I’ve found the following problems. First, the class teacher has more right to allocate the resources in class, without giving student’s personal choices. Second, class managing opportunities favor the students with good scores rather than the whole students. Third, the students have less opportunities to take part in the establishment and implementation of class rules which are mainly designed to bound the student behaviors. Fourth, the way of dealing with the problems of students who break the rules is almost the same. Finally, the evaluation of students is anchored in scores, not reflecting the function of evaluation, in other words, the development of students can’t be evaluated.On the basis of the investigation, I think the reasons accounting for the education equity problems mainly come from two aspects:the school management and the class management. According to the reasons listed in my study, I’ve put forward some strategies to realize the education equity. In the aspect of the school, we should strengthen a sense of fairness among the school leaders. What’s more, we are supposed to make class management system more specific. In addition, class management evaluation system should be optimized. In the aspect of the class, firstly, we should strengthen our own self-cultivation to improve the sense of fairness. Secondly, the unified rules of class should be made to embody the idea of education equity. Thirdly, class management rights should be fairly distributed to guarantee the equality of management opportunities. Fourthly, we need to show our care to the disadvantaged students in the hope of embodying compensation principle of the education equity. Fifthly, we have to construct the multi-class-culture to deepen the education equity. Last but not least, multi evaluation system should be innovated to promote the education equity.