Y-secondary Classes Daily Life Of Educational Equity Research

As the society continues to advance the process of democratization, educational equity as an important component of social justice, which has been attracted more and more attention. The purpose of educational equity is to respect and understand the individual differences, meet the reasonable needs of the individual, achieve the diversification of human development. The daily life of middle school class is being in a way of continuity and custom, but it is a specific and visual reflection of the status of educational equity. Also, With the popularization of compulsory education, This issue has raised discussion,what is whether students in the Educational process could get a fair development. Therefore, the educational equity research on daily life in the class is particularly important.The thesis comes from the daily life of students, and it cuts from a series of educational activities taking place in the class, tries to stand in the position of students, and examine whether students are treated fairly in the educational process from the author's perspective. Also, by classifying, screening and analyzing the empirical data, it shows the theme of educational inequity.The thesis analyzes the problem of educational equity from three dimensions of daily life, which are cognitive activities belonged to cognitive and practical aspect, Political and social activities and ethical spiritual life. And through the three dimensions, I intend to let the daily life in the class, which is complex and has dynamic changes, has been seen more clearly. So the three dimensions of daily life are specifically manifested in study activities on the classes or after classes, social activities between teachers and students or among students in the class management and spiritual activities on the growth and emotional aspects. Then through a variety of comparison, such as comparing students, comparing teachers with students, comparing classes and so on, the thesis reveals that the students having equal opportunities to go to school has been treated fairly or not in the educational activities. And this phenomenon of educational unfairness has three aspects, including students having been given an unfair material resources in the educational process, enjoying the unfair opportunities in teaching and class management and having an unfair rights in the educational process. Therefore, the ideas of ChapterⅡ's content are formed. Based on it, the thesis reflects the factors that affect the equity of educational activities. The daily life in the class includes lots of educational activities, so the main factors are systematical factors, including training objectives, evaluation system, education policy; factors in the level of behavioral principal, including teachers and students; class environmental factors. In the end, the main recommendations of educational equity are being discussed:pledging educational equity systematically; demonstrating educational equity in the level of behavioral principal, and creating the environment that promotes the fairness.