The Equity Problem Of High School Ideological And Political Class Teaching

Education is the basis of personnel training, and educational equity is an important guarantee for the better development of education. In recent years, our country attaches great importance to educational equity issues, and has made certain achievements, but in the process, the unfair problems of micro-level classroom teaching increasingly stand out, affecting the long-term development of educational equity. High school Ideology and Politics lesson is an important part of school education, which is the most important course for the community to train high-qualified citizens with high quality and socialist morality, and itself contains the meaning of equity, but in practice there is a wide variety of classroom teaching issues that blocked the overall development of students, also restrict classroom teaching to achieve equity, so it is necessary to do some research about the equity issues with high school Ideological and Political class teaching.The first part is an introduction, mainly discusses the background and significance of the proposed topic, as well as analyses and generalizes the present situation on this issue in order to provide thought to the author’s writing, besides, the research methods is analyzed briefly.The second part defines the concept of equity, teaching equity and equity of high school Ideological and Political classroom teaching. Then give the opinion that the ultimate goal of equity of classroom teaching should be put on the allocation of political teachers, the interaction with students, the implementation of teaching and the disclosure of teaching emotion. Deal with something fair if it should be treated fair and differential if it should be treated differential. Then it briefly explains that the equity of high school Ideological and Political classroom teaching has the properties of equality, differences complementary, collaborative, expansibility and so on. At the same time, it also discusses the significance from students, teachers, implementation of teaching goal and construction of class collective.The third part expresses inequities of high school Ideological and Political classroom teaching, then analyzes the reasons for these inequities. The inequities are uneven distribution of teaching resources in time and space of Politics class, inequities of the interaction between teachers and students, ignoring the role of students during teaching implementation, partiality of teaching evaluation. Aiming at these problems, it analyzes the reasons with emphasis on the aspect of school teaching management system, teachers’comprehensive quality, high school students own characteristics and their parents.The forth part combines the inequities and reasons of high school Ideological and Political class teaching, and proposes some strategies to promote the situation. The realization of equity of high school Ideological and Political class teaching is ultimately tied to teacher, which we must take seriously. First, school should improve the traditional education and teaching concept and implement small class teaching to provide the basis for the development of teachers. Second, teachers should improve their own comprehensive qualities and constantly enhance their teaching concept, cognition of students, capacity and quality. Finally, the unreasonable evaluation system should be changed to a reasonable one which can promote the growth of students and teachers.