The Concept Construction Of Classroom Teaching Fairness Based On “Life·Practice”

From ancient times to the present,educational equity has been of great concern.Since the 21 st century,the research on educational equity has changed from focusing on the macro level to more and more on the micro level,that is,classroom teaching equity.By summarizing and analyzing the studies on educational equity,we find that most scholars mainly discuss the issues related to educational equity from the macro level,such as education system reform,education resource allocation and education fund investment,and focus on "things" but not much on "people".Not much attention has been paid to "people".Therefore,the study of educational equity needs to shift from the macro level to the micro level,i.e.,human development.This means that we need to explore issues related to educational equity from the perspective of pedagogy.However,the current classroom teaching practice is still characterized by the phenomena of substitution,homogenization,and formalization,which affect the realization of equity in classroom teaching.Therefore,an in-depth analysis of the causes of these phenomena reveals that they are mainly related to teachers’ understanding of the nature of classroom teaching equity.Thus,by further reading the literature on classroom teaching equity,it can be found that scholars have not been able to provide an accepted and unified definition of the concept of classroom teaching equity,and the connotation of the currently existing concept of classroom teaching equity in the sense of human development still needs to be further developed.Therefore,this study attempts to construct the concept of equity in classroom teaching from a pedagogical perspective and based on individual life practices.This study mainly follows the research idea of "why-what-what to do" and uses literature research method,classroom observation method and case study method to construct the concept of classroom teaching equity.The concept of fairness in classroom teaching and learning.First,the concept of equity is clarified and distinguished from the concepts of equality and fairness.Then,the development of the connotation of educational equity is sorted out to clarify the formation background of classroom teaching equity.Second,by reading literature and books on equity in classroom teaching,the current concept of equity in classroom teaching mainly suffers from two major dilemmas of being detached from the real lives of specific individuals and from the concrete performance of classroom teaching.Thus,in order to achieve equitable and quality classroom teaching and to penetrate into the essence of classroom teaching equity,the construction of the concept of classroom teaching equity needs to go beyond these dilemmas and seek a way to break them.Therefore,in order to improve these shortcomings,the new conceptualization of equity in classroom teaching needs to return to the "life" and "practice" of human beings and the specific performance of classroom teaching.As a result,the concept of classroom equity is reconstructed.Finally,the concept of classroom equity is explained in the context of the actual classroom teaching,and the meaning of classroom equity is further understood at the practical level.