A Study Of Educational Justice Based On The Differences Of Students’ Levels

Education is the foundation of people’s livelihood and power.Since the reform and opening up,China has been committed to adopting various effective measures to popularize compulsory education,improve the quality of the people,and achieve education equity by ensuring that citizens enjoy a just and equal right to education.The education of junior middle school is a transitional stage which connects the past with the future,and the students have obvious personality differences.The education of middle school students should reflect the people-oriented connotation of the times.Only by ensuring the justice of education,can we highlight the subjectivity and individuality of middle school students,highlight their self dignity and realize their own value.The level differences of students have objective existence and important educational and teaching value.At present,the compulsory education of senior high school in China has not been popularized,and the selective examination is still the main way to enter junior high school.Therefore,how to avoid the influence of the concept of "exam oriented education" brought by the entrance examination,and how to promote the students at different levels in the process of class management to obtain the proper development and realize the justice of education are the issues to be discussed in this paper.In addition to the introduction,this study mainly discusses from the following three parts.The first part is about the clarification of the relationship between the level differences of students and educational justice.Through the collation of relevant academic materials,it is pointed out that respecting the differences of students’ levels is an important means to achieve educational justice.Educational justice is not the implementation of a unified standard in educational activities to ensure the equality of resources for each student.In fact,due to the differences of students’ personality and ability,their starting point of development is not equal.Education justice can dilute the differences at the level of students.The second part is an empirical analysis of the educational justice of the existing students’ level differences in a middle school.Through the design of survey activities and interviews with teachers,this paper summarizes the types of the current middle school students’ level differences,as well as the related unfair education phenomenon,and analyzes the above problems through surveysand interviews.The third part is to put forward the strategy analysis to solve the above-mentioned education justice problems,starting from the school education system justice,and put forward the corresponding strategies for each subject in the class management activities.Every student is an individual in the developing and changing specific and independent meaning.Educators should always pay attention to the level differences of students,according to their original individual differences,and implement a differentiated and hierarchical education method in education activities.In the process of class education,on the basis of mastering the complete situation of students,teachers give each student a fair opportunity for development,and can implement layered education according to the differences of different students’ abilities.For students at the high level,they are mainly guided by allocation,for students at the middle level,they are mainly based on consolidating the foundation,and for students at the lower level,they are mainly encouraged to correct.To meet the development needs of different students in the process of education is the concrete embodiment of education justice.