The Study About Classroom Discrimination In Middle Schools And Its Countermeasure

Educational equity is the footstone of social equity,and it is also the fundamental guarantee to realize the equal right to receive education of the constitution of China.With the development of our country's economy,the awakening of people's consciousness of rights and fairness and the concern about the education fair by both the government and the society,the unfair distribution of educational resources between urban and rural areas and between different regions has been greatly improved.And also the problem of fair access to education has been basically solved.But the fairness of micro level,the teaching process in schools and psychological intangible education opportunity are often ignored by people for their complexity and recessive.However,compared with the unfairness of macro education resources distribution,the fairness of micro level and the teaching process in schools are more prominent and important because they directly affect students' mind.It is directly related to the real improvement of the quality of education and the realization of the substantial equity of education.This study takes teachers and students of XX Middle School in H City as the investigation objects.Using the theory of multiple intelligence,recognition justice theory,cultural capital theory of Bourdieu's and inclusive education,understand the discrimination of classroom teaching in middle school,and then put forward the corresponding countermeasures through questionnaire surveys and interviews.This study consists of five chapters.Chapter One is the introduction,which mainly introduces the reason of this research,the purpose and significance of the research,the research methods and theoretical basis,the research status at home and abroad,the key points and innovation of the research and the definition of related concepts.The research ideas are determined by clarifying the relevant literature.Chapter Two is about the discrimination investigation in middle school.On the basis of introducing the investigation design and process,draw a conclusion and enlightenment by conducting the collation and analysis of the survey data.It is common to see discrimination in the teaching process of middle school and people seem to accept it.The phenomenon of teaching discrimination in middle schools has a profound impact on both students' learning and growth.Examination-oriented education is the main cause of teaching discrimination in middle schools.Chapter Three analyzes the main manifestations,basic characteristics and harms of teaching discrimination in middle schools on the basis of investigation.It is mainly manifested in language,emotional and behavior discrimination.It has the basic characteristics of habituation,concealment and profundity.It is mainly manifested in three aspects: the healthy growth of individuals,the development of education itself and social stability.Chapter Four discusses the essence,root and direct cause of teaching discrimination in middle schools.The essence of this is an educational injustice,and the main cause is a lack of respect for people.The direct causes of this are the deficiency of teachers' professional quality,the inaccuracy in the value of exam-oriented education and the lack of relevant system construction.The root of this lies in the monism value of education and the utilitarianism of education.Chapter Five put forward the elimination of teaching discrimination in middle school countermeasures on the basis of the previous analysis: setting up a harmonious classroom of unity and fraternity,teaching for all students,a multi-evaluation system for all students and the improvement of teachers' professional quality.