Listen To The Students

Education equity is a grand vision described in the education 2030 framework for action.Under the guidance of this goal,the mission of education is expanded to inclusive and fair,to increase everyone's education opportunities,and not to let anyone fall behind.On the road to education equity,learning opportunity equity is a key issue that can not be ignored.The equity of learning opportunities is the embodiment of the equity of educational opportunities in classroom teaching,and it is an important task to ensure that students enjoy a fair learning opportunity.At present,the research on the fairness of learning opportunities mainly focuses on the distributor of learning opportunities : teachers,but little on the subject of students who have access to learning opportunities.The ultimate goal of education equity is the development of students.Therefore,the voice and appeal of students are also worthy of attention.This study focuses on the theme of "learning opportunity equity of junior high school students",concentrating on the following questions: 1.How do students understand the classroom learning opportunity equity? 2.In the students 'view of their own classroom learning opportunities are fair or not? 3.In the process of classroom teaching,what is the actual situation of students' access to learning opportunities? 4.How do students form their views and ideas of classroom learning opportunities? 5.What kind of enlightenment will students' understanding of learning opportunity fairness bring to teachers' educational practice?Around these questions,this research took a junior high school in Shanghai as the research site,and conducted a two and a half months field survey.In order to explore junior high school students' understanding of learning opportunity fairness,this study mainly focuses on junior high school students,collecting research materials through interview,classroom observation,physical analysis and open questionnaire,using content analysis method to code and process the original materials step by stepwith N-Vivo 11.0 qualitative analysis software,and combining the theory of distributive justice with the theory of recognition justice explains the materials.After the research,it is found that: firstly,the equity of learning opportunities from the perspective of students can be divided into two parts: the fairness of distribution of learning opportunities and the recognition of fairness,which respectively point to material resources learning opportunities and psychological experience learning opportunities;secondly,junior high school students adhere to the six values of fair distribution,namely,"ability","luck","equality","compensation","difference" and " competition";thirdly,Teachers' unfair distribution of learning opportunities is mainly reflected in three aspects: classroom questioning opportunities,linguistic evaluation opportunities and access to learning resources.Fourthly,recognition fairness in teacher-student interaction and student-student interaction is manifested in three dimensions: love,respect for rights,and praise for achievements.while unfair contempt is shown in physical control,deprivation of rights,and denial of achievements.In addition to the allocation of learning opportunities of material resources and the recognition of students by teachers,the mutual support and recognition between students play a great role in promoting students to strive for learning opportunities of material resources independently.Fifthly,the unfair feelings of students in the distribution and recognition of learning opportunities mainly come from four aspects: the psychological imbalance of students in comparison,the economic support of families,the expectations of teachers and the stigmatization experience in the class.Generally speaking,there are three characteristics and trends in the equity of learning opportunities from the perspective of junior middle school students: from distribution to recognition,from teacher-student interaction to student-student interaction,from equality to appropriateness.Based on these findings and conclusions,this study proposes that the premise of learning opportunity equity is to improveteachers' awareness of equity;the mechanism of learning opportunity equity is to carry out equal dialogue between teachers and students;the guarantee of learning opportunity equity is to build a positive cooperative learning community.